Promoting core practice in Health and Social Care (Children and Young People) Hybu ymarfer craidd mewn Iechyd a Gofal Cymdeithasol (Plant a Phobl Ifanc)
Health and Well-being – Factors that impact upon health and well-being (Part 2) Iechyd a Llesiant – Ffactorau sy’n effeithio ar iechyd a llesiant (Rhan 2)

Resilience is the ability to deal with adversity, stress, trauma, tragedy and threats. Children are not born with resilience, it is learned over time and through experiences. Adults can support children to develop resilience and it is important that they do so to support children and to support the health and well-being of children as they deal with situations that arise in life. Some children find it easy to build resilience while others need more support.

Resilient children will:

• be more likely to take risks
• be curious
• explore
• know their limits and will push themselves to exceed these
• have a positive attitude and optimism
• be able to solve problems
• be able to build on failure.

A child who is not resilient may:

• have difficulty coping with challenges and change
• find it hard to express their feelings
• not engage in activities
• not explore or take risks
• give up easily.

Gwydnwch yw'r gallu i ddelio â thrallod, straen, trawma, trasiedi a bygythiadau. Ni chaiff plant eu geni â gwydnwch, byddant yn ei feithrin dros amser a thrwy brofiadau. Gall oedolion helpu plant i feithrin gwydnwch ac mae'n bwysig eu bod yn gwneud hynny er mwyn cefnogi plant a chefnogi iechyd a llesiant plant wrth iddynt ddelio â sefyllfaoedd sy'n codi mewn bywyd. Mae rhai plant yn gallu meithrin gwydnwch yn hawdd tra bydd angen mwy o gymorth ar blant eraill.

Bydd plant gwydn:

• yn fwy tebygol o gymryd risgiau
• yn chwilfrydig
• yn archwilio
• yn ymwybodol o'u cyfyngiadau ac yn fodlon gwthio eu hunain i fynd y tu hwnt iddynt
• ag agwedd gadarnhaol ac optimistiaeth
• yn gallu datrys problemau
• yn gallu adeiladu ar fethiannau.

Gall plentyn nad yw'n wydn:

• ei chael hi'n anodd ymdopi â heriau a newid
• ei chael hi'n anodd mynegi ei deimladau
• peidio â chymryd rhan mewn gweithgareddau
• peidio ag archwilio na chymryd risgiau
• rhoi'r ffidil yn y to yn hawdd.

Children learn best when they are focused and motivated. Reaching out to a child's interests will encourage them to participate in learning. As practitioners, we need to incorporate a child’s interests into our planning so that we can get them interested and motivated.

When a child becomes engaged, they learn through a natural process. A good example of this is when times tables are taught through song.

A child engaged in learning creates a positive atmosphere, which encourages feelings of positive well-being.

Intellectual, physical and emotional growth can be promoted through less focused and more ‘incidental tasks’ created from a child’s engagement.

When children go to school, these methods will be built on through their ‘next steps’ learning targets. These learning targets will be taken from their previous development and planned ‘individually’ from what we have found to engage the child.

Parents/carers build on activities that they know their children enjoy to promote their intellectual, physical and emotional growth.

Bydd plant yn dysgu orau pan fydd ganddynt ffocws pendant a chymhelliant. Bydd apelio at ddiddordebau plentyn yn ei annog i gymryd rhan yn y dysgu. Fel ymarferwyr, mae angen i ni ymgorffori diddordebau plentyn yn ein gwaith cynllunio er mwyn ennyn ei ddiddordeb a'i gymhelliant.

Pan fydd diddordeb plentyn yn cael ei ennyn, bydd yn dysgu drwy broses naturiol. Un enghraifft dda o hyn yw pan gaiff tablau lluosi eu haddysgu gan ddefnyddio caneuon.

Mae plentyn sydd â diddordeb yn yr hyn mae'n ei ddysgu yn creu awyrgylch cadarnhaol, sy'n annog teimladau o lesiant cadarnhaol.

Gellir hybu twf deallusol, corfforol ac emosiynol drwy dasgau â llai o ffocws sy'n fwy ‘damweiniol’, sy'n cael eu creu wrth i blentyn ddangos diddordeb.

Pan fydd plant yn mynd i'r ysgol, adeiledir ar y dulliau hyn drwy eu targedau dysgu ‘camau nesaf’. Bydd y targedau hyn yn seiliedig ar eu datblygiad blaenorol ac wedi'u cynllunio'n ‘unigol’ ar sail yr hyn sy'n ennyn diddordeb y plentyn.

Bydd rhieni/gofalwyr yn adeiladu ar weithgareddau y maent yn gwybod bod eu plant yn eu mwynhau er mwyn hybu eu twf deallusol, corfforol ac emosiynol.

Creative development and the ‘arts’ can have a significant impact on the health and well-being of individuals. They promote confidence and self-esteem and support emotional development and physical well-being. Creative activities can be used to express and communicate ideas, thoughts and feelings openly and without judgement. Being able to create something, e.g. a picture from their personal feelings and experiences, supports and nurtures emotional health. In any creative activity, what is important is freedom of expression to help express feelings. Creative activities can help carers understand the feelings and emotions of individuals. Mental growth is supported by problem solving, trying out ideas and different ways of thinking.

To support and encourage this, individuals should be given choices during creative activities and time to express themselves, and experience and explore different materials.

Arts in Health: There has been an increasing understanding of the positive impact of arts in health. Working together with medicine and physical care, arts can help individuals with physical or mental health problems and promote well-being. Involvement in the arts gives an outlet for individuals who are ill, and increasingly care homes, General Practitioners’ surgeries, hospitals and community hospitals are supporting individuals to access and take part in activities in the ‘arts’ as a way of supporting their well-being.

Creative activity and ‘arts’ can include:

• dance
• drama
• music
• painting
• drawing
• craft
• modelling and sculpting
• design
• imaginative play
• creative movement.

Activities and experiences can be in both indoor and outdoor environments.

Gall datblygiad creadigol a'r ‘celfyddydau’ gael effaith sylweddol ar iechyd a llesiant unigolion. Maent yn hybu hyder a hunan-barch ac yn cefnogi datblygiad emosiynol a llesiant corfforol. Gellir defnyddio gweithgareddau creadigol i fynegi a chyfleu syniadau, meddyliau a theimladau yn agored a heb farnu. Mae gallu creu rhywbeth, e.e. llun o deimladau a phrofiadau personol unigolyn, yn cefnogi ac yn meithrin iechyd emosiynol. Mewn unrhyw weithgaredd creadigol, yr hyn sy'n bwysig yw rhyddid mynegiant er mwyn helpu i fynegi teimladau. Gall gweithgareddau creadigol helpu gofalwyr i ddeall teimladau ac emosiynau unigolion. Caiff twf meddyliol ei gefnogi gan ddatrys problemau, rhoi cynnig ar syniadau a ffyrdd gwahanol o feddwl.

Er mwyn cefnogi ac annog hyn, dylid rhoi dewisiadau i unigolion yn ystod gweithgareddau creadigol, ac amser i fynegi eu hunain a phrofi ac archwilio gwahanol ddeunyddiau.

Y celfyddydau ym maes Iechyd: Ceir dealltwriaeth gynyddol o effaith gadarnhaol y celfyddydau ym maes iechyd. Ar y cyd â meddyginiaeth a gofal corfforol, gall y celfyddydau helpu unigolion â phroblemau iechyd corfforol neu iechyd meddwl a hybu llesiant. Mae ymwneud â'r celfyddydau yn ffordd i unigolion sy'n sâl fynegi eu hunain, ac yn gynyddol, mae cartrefi gofal, meddygfeydd meddygon teulu, ysbytai ac ysbytai cymunedol yn helpu unigolion i gymryd rhan mewn gweithgareddau yn y ‘celfyddydau’ fel ffordd o gefnogi eu llesiant.

Gall gweithgareddau creadigol a'r ‘celfyddydau’ gynnwys:

• dawnsio
• drama
• cerddoriaeth
• peintio
• lluniadu
• crefft
• modelu a cherflunio
• dylunio
• chwarae llawn dychymyg
• symud creadigol.

Gall gweithgareddau a phrofiadau fod mewn amgylcheddau dan do neu yn yr awyr agored.

A routine is a process or procedure that is used repeatedly.

For children and young people, routines bring a sense of security and normality. Routines help children and young people understand expectations and help reduce behaviour problems. When children feel secure they participate fully in activities and are able to learn from both play and daily routines.

Children and young people often fear the unknown, and while some changes are learning opportunities, they may be a cause of stress and anxiety for children and young people and could impact on their well-being.

Consistent routines where children and young people are supported with eating, sleeping, play and rest promote good health. Children can learn from involvement in daily routines as they can from play activities. From a young age, children learn what to expect at different times in the day and then start to take part in these routines which leads to them gaining a sense of achievement. In this way, children and young people are gradually able to take responsibility and develop skills that will give them confidence, e.g. dressing themselves. Giving children praise as they develop new skills through routines supports self-esteem.

Routines such as mealtimes, hygiene procedures and physical play support children and young people to develop healthy lifestyles and make positive health choices in the future that will support both physical and mental well-being. Routines help establish important hygiene habits such as cleaning teeth, brushing hair and handwashing. Social skills taught during routines, such as saying good morning, goodbye or taking turns at registration, support well-being.

Proses neu weithdrefn a ddefnyddir yn dro ar ôl tro yw trefn arferol.

I blant a phobl ifanc, mae trefn arferol yn rhoi ymdeimlad o sicrwydd a normalrwydd. Mae trefn arferol yn helpu plant a phobl ifanc i ddeall disgwyliadau ac yn helpu i leihau problemau ymddygiad. Pan fydd gan blant ymdeimlad o sicrwydd, byddant yn cymryd rhan yn llawn mewn gweithgareddau ac yn gallu dysgu drwy chwarae ac arferion dyddiol.

Yn aml, bydd plant a phobl ifanc yn ofni yr anhysbys, ac er bod rhai newidiadau yn gyfleoedd i ddysgu, gallant achosi straen a phryder i blant a phobl ifanc, a gallent effeithio ar eu llesiant.

Mae arferion cyson lle y caiff plant a phobl ifanc gymorth i fwyta, cysgu, chwarae a gorffwys yn hybu iechyd da. Gall plant ddysgu o gael eu cynnwys mewn arferion dyddiol yn yr un modd â gweithgareddau chwarae. O oedran ifanc iawn, bydd plant yn dysgu beth i'w ddisgwyl ar wahanol adegau o'r dydd ac yna'n dechrau cymryd rhan yn yr arferion hyn sy'n arwain at roi ymdeimlad o gyflawniad iddynt. Drwy wneud hyn, bydd plant a phobl ifanc, yn raddol, yn gallu cymryd cyfrifoldeb a meithrin sgiliau a fydd yn rhoi hyder iddynt, e.e. gwisgo'n annibynnol. Mae canmol plant wrth iddynt feithrin sgiliau newydd drwy arferion yn cefnogi hunan-barch.

Mae arferion fel prydau bwyd, gweithdrefnau hylendid a chwarae corfforol yn helpu plant a phobl ifanc i ddatblygu ffyrdd iach o fyw a gwneud dewisiadau iechyd cadarnhaol yn y dyfodol a fydd yn cefnogi llesiant corfforol a meddyliol. Mae trefn arferol yn helpu i sefydlu arferion hylendid pwysig fel glanhau dannedd, brwsio gwallt a golchi dwylo. Mae sgiliau cymdeithasol a addysgir yn ystod arferion, fel dweud ‘bore da’, ‘hwyl fawr’ neu gymryd tro wrth gofrestru, yn cefnogi llesiant.

Experiential learning is the process of learning through experience. For children and young people, experiential learning enables them to follow their own ideas and work through problems as they arise. It also enables them to experience failure and find out how to overcome challenges. Children gain confidence and develop their self-esteem as they work through challenges and solve problems. Children and young people who experience experiential learning are more likely to think creatively in the future and look at alternative ways of completing tasks. Through play, children can act out alternative scenarios and find different ways to express their feelings and their social or emotional difficulties. They can learn assertiveness, social skills, ways of leading situations and how to resolve conflict and will be able to use these skills in later life.

Experiential play is unstructured, untimed and has no set rules. It can occur during a variety of activities, e.g. outdoor play, creative activities, role play, movement and dance.

The Foundation Phase is the statutory curriculum for all three to seven-year-olds in Wales. It was designed to provide a developmental, experiential, play-based approach to teaching and learning.

Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play, children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions individually and in small and in large groups. First-hand experiences allow children to develop an understanding of themselves and the world in which they live. The development of children’s self-image and feelings of self-worth and self-esteem are at the core.

Foundation Phase Framework, revised 2015 (https://bit.ly/2WaW3gU)

Y broses o ddysgu drwy gael profiad uniongyrchol o rywbeth yw dysgu arbrofol. I blant a phobl ifanc, mae dysgu arbrofol yn eu galluogi i ddilyn eu syniadau eu hunain a datrys problemau wrth iddynt godi. Mae hefyd yn eu galluogi i gael profiad o fethu a dysgu sut i oresgyn heriau. Bydd plant yn magu hyder ac yn meithrin hunan-barch wrth iddynt weithio i oresgyn heriau a datrys problemau. Mae plant a phobl ifanc sy'n dysgu drwy brofiad yn fwy tebygol o feddwl yn greadigol yn y dyfodol ac edrych ar ffyrdd amgen o gwblhau tasgau. Drwy chwarae, gall plant actio senarios amgen a dod o hyd i wahanol ffyrdd o fynegi eu teimladau a'u hanawsterau cymdeithasol neu emosiynol. Gallant ddysgu pendantrwydd, sgiliau cymdeithasol, ffyrdd o arwain sefyllfaoedd a sut i ddatrys gwrthdaro, a byddant yn gallu defnyddio'r sgiliau hyn yn nes ymlaen mewn bywyd.

Mae chwarae arbrofol yn ddistrwythur, ni chaiff ei amseru, ac nid oes iddo reolau penodedig. Gall ddigwydd yn ystod amrywiaeth o weithgareddau, e.e. chwarae yn yr awyr agored, gweithgareddau creadigol, chwarae rôl, symud a dawnsio.

Y Cyfnod Sylfaen yw'r cwricwlwm statudol i bob plentyn rhwng 3 a 7 oed yng Nghymru. Fe'i cynlluniwyd er mwyn cynnig dull dysgu ac addysgu datblygiadol, arbrofol ac sy'n seiliedig ar chwarae.

Bydd plant yn dysgu drwy weithgareddau sy’n cynnig profiadau uniongyrchol gyda’r busnes difrifol o ‘chwarae’ yn darparu’r cyfrwng. Drwy eu chwarae, bydd plant yn ymarfer a chadarnhau eu dysgu, yn chwarae gyda syniadau, arbrofi, cymryd risgiau, datrys problemau, ac yn gwneud penderfyniadau’n unigol ac mewn grwpiau bach a mawr. Mae profiadau uniongyrchol yn galluogi plant i ddatblygu dealltwriaeth o’u hunain a’r byd y maent yn byw ynddo. Mae datblygiad hunanddelwedd plant a theimladau o hunan-barch wrth wraidd y cyfnod hwn.

Fframwaith y Cyfnod Sylfaen, diwygiedig 2015 (http://bit.ly/2DInZ0O)

Forming and maintaining positive relationships is critical to the well-being of children and young people.

In the first two years of a child’s life, the brain develops and adapts more than at any other stage in a child’s development. Positive interactions during this period are crucial for a child’s healthy development.

Secure and consistent relationships during the early years help support firm attachments that are essential for a child’s healthy development. A child with secure attachments and support will develop positive self-esteem, confidence and a sense of well-being and belonging. They are able to manage their behaviour and feelings and develop positive relationships with others. Stable and supportive relationships give children and young people someone to turn to for advice and guidance. Positive relationships for children and young people could lead to long-term positive well-being, health and education.

As children and young people grow up, their capacity to develop and build relationships with others is crucial to their well-being. Some children with conditions such as autistic spectrum disorder may have difficulty in forming and maintaining relationships, which can have a negative impact on mental health and well-being. Links have been shown between poor relationships with others and self-harming behaviours.

Many children and young people in care have experienced poor, inconsistent and abusive relationships. Where this has happened, they may find it difficult to trust adults and they may be reluctant to form relationships for fear of rejection. However, if these children are able to develop positive relationships with professionals, long-term outcomes for these children’s health and well-being are improved. Serious case reviews have noted the importance of professionals (e.g. social workers, police, health visitors, teachers) forming positive relationships with the children they are supporting. Children’s self-esteem and sense of worth is increased by supportive adults who are interested and listen to them.

Evidence has shown that it is not the quantity or frequency of contact in relationships to children and young people but the quality. One significant adult is just as important as lots of relationships (Singer et al 2013).

Mae ffurfio a chynnal perthnasoedd cadarnhaol yn allweddol i lesiant plant a phobl ifanc.

Yn ystod dwy flynedd gyntaf bywyd plentyn, bydd yr ymennydd yn datblygu ac yn addasu mwy nag ar unrhyw adeg arall yn natblygiad plentyn. Mae rhyngweithiadau cadarnhaol yn ystod y cyfnod hwn yn allweddol er mwyn i'r plentyn ddatblygu'n iach.

Mae perthnasoedd sicr a chyson yn ystod y blynyddoedd cynnar yn helpu i gefnogi ymlyniadau cadarn sy'n hanfodol i ddatblygiad iach plentyn. Bydd plentyn ag ymlyniadau sicr a chymorth yn meithrin hunan-barch cadarnhaol, hyder ac ymdeimlad o lesiant a pherthyn. Gallai reoli ei ymddygiad a'i deimladau a meithrin perthnasoedd cadarnhaol ag eraill. Mae perthnasoedd sefydlog a chefnogol yn golygu bod gan blant a phobl ifanc rywun i droi ato am gymorth ac arweiniad. Gall perthnasoedd cadarnhaol i blant a phobl ifanc arwain at lesiant, iechyd ac addysg gadarnhaol hirdymor.

Wrth i blant a phobl ifanc dyfu'n hŷn, mae eu gallu i ffurfio a meithrin perthnasoedd ag eraill yn allweddol i'w llesiant. Gall rhai plant â chyflyrau fel anhwylder ar y sbectrwm awtistig ei chael hi'n anodd ffurfio a chynnal perthnasoedd, a all gael effaith negyddol ar iechyd meddwl a llesiant. Mae cysylltiadau wedi cael eu dangos rhwng perthnasoedd gwael ag eraill ac ymddygiad hunan-niweidiol.

Mae llawer o blant a phobl ifanc mewn gofal wedi profi perthnasoedd gwael, anghyson a chamdriniol. Lle bo hyn wedi digwydd, mae'n bosibl y byddant yn ei chael hi'n anodd ymddiried mewn oedolion a gallant fod yn amharod i ffurfio perthnasoedd oherwydd ofn y cânt eu gwrthod. Fodd bynnag, os gall y plant hyn feithrin perthnasoedd cadarnhaol â gweithwyr proffesiynol, bydd canlyniadau hirdymor i iechyd a llesiant y plant hyn yn gwella. Mae adolygiadau o achosion difrifol wedi nodi ei bod yn bwysig bod gweithwyr proffesiynol (e.e. gweithwyr cymdeithasol, yr heddlu, ymwelwyr iechyd, athrawon) yn ffurfio perthnasoedd cadarnhaol â'r plant y maent yn rhoi cymorth iddynt. Bydd hunan-barch plant a'u hymdeimlad o werth yn gwella o ganlyniad i oedolion cefnogol sydd â diddordeb ynddynt ac sy'n gwrando arnynt.

Mae tystiolaeth wedi dangos nad faint o gyswllt a geir mewn perthnasoedd â phlant a phobl ifanc sy'n bwysig, na pha mor aml, ond ansawdd y cyswllt hwnnw. Mae un oedolyn arwyddocaol yr un mor bwysig â llawer o berthnasoedd (Singer et al 2013).

Ways of working that develop positive relationships with children and young people based on trust, respect and compassion include:

• Listening carefully to what is being said. Listening shows people they are valued and supported and helps develop self-esteem. Active listening means showing an interest in what a person is saying, wants or feels.
• Using age appropriate language.
• Asking questions to check understanding and show that the child or young person has been listened to.
• Being patient.
• Making eye contact.
• Avoiding making assumptions.
• Respecting differences, e.g. culture, religion, views, beliefs - challenge any form of discrimination.
• Being aware of different languages spoken by children and young people.
• Being aware that not all children and young people are able to communicate verbally and adapt to meet individual needs.
• Encouraging children and young people to express their views and opinions.
• Giving opportunities for children and young people to express themselves in different ways, e.g. role play, drama, arts.
• Encouraging independence.
• Giving choices, encouraging them to make decisions.
• Showing trust and respect, patience and understanding.
• Showing empathy. Empathy shows understanding of how a person feels.
• Not talking down or patronising.
• Discussing issues.
• Giving responsibility.
• Explaining to a child or young person if they have given information that needs to be shared with others.
• Informing and involving children and young people in decisions that affect them.
• Sharing reasons for actions.
• Giving praise and encouragement.
• Being a positive role model.
• Building relationships with others.

Mae ffyrdd o weithio sy'n meithrin perthnasoedd cadarnhaol â phlant a phobl ifanc yn seiliedig ar ymddiriedaeth, parch a thosturi: yn cynnwys:

• Gwrando'n ofalus ar beth sy'n cael ei ddweud. Mae gwrando yn dangos i bobl eu bod yn cael eu gwerthfawrogi a'u cynorthwyo ac yn helpu i ddatblygu hunan-barch. Mae gwrando gweithredol yn golygu dangos diddordeb mewn beth mae person yn ei ddweud, dymuno neu deimlo.
• Defnyddio iaith briodol i oedran.
• Gofyn cwestiynau i wirio dealltwriaeth a dangos bod y plentyn neu berson ifanc wedi cael gwrandawiad.
• Bod yn amyneddgar.
• Gwneud cyswllt â'r llygaid.
• Osgoi gwneud rhagdybiaethau.
• Parchu gwahaniaethau, e.e. diwylliant, crefydd, agweddau, credoau - herio unrhyw ffurf o ragfarnu.
• Bod yn ymwybodol o wahanol ieithoedd mae plant a phobl ifanc yn eu siarad.
• Bod yn ymwybodol nad yw'r holl blant a phobl ifanc yn gallu cyfathrebu'n llafar ac addasu i ateb anghenion unigol.
• Annog plant a phobl ifanc i fynegi eu hagweddau a'u safbwyntiau.
• Rhoi cyfleoedd i blant a phobl ifanc i fynegi eu hunain mewn ffyrdd gwahanol, e.e. chwarae rôl, drama, celfyddydau.
• Annog annibyniaeth.
• Rhoi dewisiadau, annog i wneud penderfyniadau a thrafod.
• Dangos ymddiriedaeth a pharch, amynedd a dealltwriaeth.
• Dangos empathi. Mae empathi yn dangos dealltwriaeth o sut mae person yn teimlo.
• Peidio â siarad i lawr na bod yn nawddogol.
• Trafod materion.
• Rhoi cyfrifoldeb.
• Esbonio i blentyn neu berson ifanc os ydynt wedi rhoi gwybodaeth sydd angen ei rhannu gydag eraill.
• Rhoi gwybod i blant a phobl ifanc a'u cynnwys mewn penderfyniadau sy'n cael effaith arnynt.
• Rhannu rhesymau dros weithrediadau.
• Rhoi canmoliaeth ac anogaeth.
• Bod yn fodel rôl cadarnhaol.
• Adeiladu perthnasoedd gydag eraill.

Gender stereotypes – Even today, children can be exposed to gender-based stereotypes, with shops offering girls clothes and toys and boys clothes and toys. Children and parents can face teasing and criticism if they choose to dress or play with toys that break this stereotype. For instance, if a little boy decides to play with a doll he could be told that it is a girl’s toy and not for him. To counteract this stereotype, children should be encouraged to play with whatever interests them.

Gender inequality – Women tend to live longer than men but spend fewer years in good health. The gender pay gap puts women at greater risk of living in poverty, which would affect their well-being.

Transgender – Experiences of discrimination, social exclusion, harassment and violence directly impact the health and well-being of transgender individuals. However, transitioning and being able to express gender identity improves health and well-being.

Stereoteipiau o ran rhywedd – Hyd yn oed heddiw, gall plant ddod i gysylltiad â stereoteipiau sy'n seiliedig ar rywedd, gyda siopau yn gwerthu dillad a theganau merched a dillad a theganau bechgyn. Gall plant a rhieni wynebu tynnu coes a beirniadaeth os byddant yn dewis gwisgo neu chwarae gyda theganau sy'n herio'r fath stereoteip. Er enghraifft, os yw bachgen bach yn dewis chwarae gyda dol gellid dweud wrtho mai tegan i ferched ydyw, ac nid iddo ef. I wrthsefyll y stereoteip hwn, dylai plant gael eu hannog i chwarae gyda beth bynnag sydd o ddiddordeb iddynt.

Anghydraddoldeb rhywiol – Mae menywod yn dueddol o fyw'n hirach na dynion ond maent yn treulio llai o flynyddoedd mewn iechyd da. Mae'r bwlch cyflog rhwng y rhywiau yn golygu bod menywod yn wynebu mwy o risg o fyw mewn tlodi, a fyddai'n effeithio ar eu llesiant.

Trawsryweddol – Mae profi gwahaniaethu, allgáu cymdeithasol, aflonyddu a thrais yn cael effaith uniongyrchol ar iechyd a llesiant unigolion drawsryweddol. Fodd bynnag, gall trosi a mynegi hunaniaeth o ran rhywedd wella iechyd a llesiant.

• Single parent families – This can have positive and negative impacts on both the parent and children. Parents may feel grief and isolation when their children envy friends who have two parents. It may cause stress and anxiety due to money worries. However, it can lead to an extremely strong bond between the parent and children and the parent can be a great role model for their children.
• Same sex families – Few differences can be found between same sex families and nuclear families (a mum, dad and children). As long as the relationship between the two parents is healthy and they love and support their children then the children will grow up feeling secure with a good sense of self-worth.
• Nuclear families – As long as the relationship between the two parents is healthy and they love and support their children then the children will grow up feeling secure with a good sense of self-worth.
• Foster families – Children in foster care may have been subject to abuse or neglect before reaching their foster parents.
• Stepfamilies – This type of family is becoming increasingly common. It can bring positive and negative outcomes. Children may enjoy being part of a larger family, having more children to play with and seeing their parent happy. However, they may come with unresolved issues and resent the new family set-up, leading to behavioural issues. Parents may feel a sense of relief that they have someone to share the day-to-day responsibilities with. However, they may suffer from stress and anxiety when trying to parent children that are not their own.
• Childless family – This may be a lifestyle choice and can bring a great sense of well-being, as the adults choose to spend their time and money focusing on their relationship rather than children. However, if a couple are unable to have children this can place a great strain on the individuals and the relationship.

• Teuluoedd un rhiant – Gall hyn gael effaith gadarnhaol a negyddol ar y rhiant a'r plant. Gall rhieni deimlo tristwch ac ynyswch pan fo eu plant yn genfigennus o'u ffrindiau sydd â dau riant. Gall achosi straen a phryder oherwydd problemau ariannol. Fodd bynnag, gall arwain at fond hynod gryf rhwng y rhiant a'r plant a gall y rhiant ddangos esiampl wych i'r plant.
• Teuluoedd o'r un rhyw – Prin yw'r gwahaniaethau rhwng teuluoedd o'r un rhyw a theuluoedd niwclear (mam a dad a phlant). Cyn belled ag y bo'r berthynas rhwng y ddau riant yn iach a'u bod yn caru ac yn cefnogi eu plant, yna bydd y plant yn tyfu i fyny gan deimlo’n ddiogel, a bydd ganddynt ymdeimlad da o hunanwerth.
• Teuluoedd niwclear – Cyn belled ag y bo'r berthynas rhwng y ddau riant yn iach a'u bod yn caru ac yn cefnogi eu plant, yna bydd y plant yn tyfu i fyny gan deimlo’n ddiogel, a bydd ganddynt ymdeimlad da o hunan-werth.
• Teuluoedd maeth - Gall rhai plant mewn gofal maeth fod wedi cael eu cam-drin neu eu hesgeuluso cyn cyrraedd eu rhieni maet.
• Llys-deuluoedd – Mae'r math hwn o deulu yn dod yn fwyfwy cyffredin. Gall gael effaith gadarnhaol a negyddol. Gall plant fwynhau bod yn rhan o deulu mwy o faint, cael mwy o blant i chwarae gyda nhw a gweld eu rhiant yn hapus. Fodd bynnag, gall fod ganddynt broblemau sydd heb eu datrys, ac efallai y bydd yn gas ganddynt eu teulu newydd, gan arwain at gamymddwyn. Gall rhieni deimlo rhyddhad bod ganddynt rywun i rannu'r cyfrifoldebau beunyddiol â nhw. Fodd bynnag, gallant fod dan bwysau a theimlo'n bryderus wrth geisio rhiant plant nad ydynt yn fiolegol.
• Teuluoedd heb blant – gall hyn fod yn ddewis o ran ffordd o fyw a gall sicrhau llawer o lesiant, wrth i'r oedolion ddewis treulio eu hamser a gwario eu harian yn canolbwyntio ar eu perthynas, yn hytrach na'u plant. Fodd bynnag, os na all y cwpwl gael plant, gall roi llawer o bwysau ar yr unigolion a'r berthynas.

• Indulgent parent –This type of parenting is very loving but there is very little discipline or structure in the child’s life. Children brought up in this way, whilst very secure with high self-esteem, could tend to have a sense of entitlement and make poor decisions due to a lack of problem-solving or decision-making skills.
• Neglectful parent – This is characterised by a lack of attention to a child’s needs. These types of parents are emotionally absent and are happy to let the TV or technology babysit their children. Children brought up in this way find it difficult to form successful relationships, can suffer from anxiety and depression due to lack of family support and are at greater risk of developing behavioural problems in their adult years.
• Authoritative parent – This type of parenting sets high expectations for their children but in a loving and supportive environment. Children are given a degree of independence within clearly defined boundaries. Children brought up in this way are self-confident and independent. They are able to form strong, healthy relationships and are less likely to be affected by peer pressure.
• Authoritarian parent – This type of parenting also sets high expectations for their children; however, this isn’t within a loving and nurturing environment. Children are given little or no choice in decisions and their mistakes tend to be punished harshly. Children brought up in this way may grow up to associate obedience and success with love. They could be aggressive, have low self-esteem and be shy and nervous around others.

• Rhiant maldodus – Mae'r math hwn o rianta yn gariadus iawn ond prin yw'r ddisgyblaeth na'r strwythur ym mywyd y plentyn. Gallai plant a gaiff eu magu fel hyn, er eu bod yn teimlo'n ddiogel iawn ac â lefel uchel o hunan-barch, fod yn dueddol o deimlo bod ganddynt hawl i gael rhywbeth a gwneud penderfyniadau gwael am nad oes ganddynt sgiliau datrys problemau na gwneud penderfyniadau.
• Rhiant esgeulus – Nodweddir hyn gan ddiffyg sylw i anghenion plentyn. Mae'r math yma o riant yn absennol yn emosiynol ac yn hapus i'r teledu neu dechnoleg warchod eu plant. Mae plant a gaiff eu magu fel hyn yn ei chael hi'n anodd ffurfio perthnasoedd llwyddiannus. Gallant ddioddef o orbryder ac iselder oherwydd diffyg cefnogaeth gan y teulu ac maent yn wynebu mwy o risg o ddatblygu problemau o ran eu hymddygiad fel oedolyn.
• Rhiant awdurdodol – Mae'r math hwn o rianta yn gosod disgwyliadau uchel i'r plant ond mewn amgylchedd cariadus a chefnogol. Caiff plant lefel o annibyniaeth o fewn ffiniau sydd wedi'u diffinio'n glir. Mae plant a gaiff eu magu fel hyn yn hunanhyderus ac yn annibynnol. Gallant ffurfio perthnasoedd cryf ac iach ac maent yn llai tebygol o fod yn agored i bwysau gan gymheiriaid.
• Rhiant awdurdodus – Mae'r math hwn o rianta hefyd yn gosod disgwyliadau uchel i'r plant ond nid mewn amgylchedd cariadus a chefnogol. Ni chaiff y plant fawr ddim dewis, os o gwbl, o ran penderfyniadau ac mae eu camgymeriadau yn dueddol o gael eu cosbi'n llym. Gall plant a gaiff eu magu fel hyn dyfu i fyny yn cysylltu ufudd-dod a llwyddiant â chariad. Gallent fod yn ymosodol, meddu ar hunan-barch isel a bod yn swil ac yn nerfus o amgylch eraill.

• Parent and child – A relationship between parent and child needs to be consistent and sensitive in order to avoid any negative emotional impact. If children feel that they can rely on a parent for comfort when they are distressed they will grow up feeling that they are worthy of love and care. Children with a strong emotional bond to their parents are less likely to be influenced by peer pressure in their teens.
• Siblings – When siblings are young, their type of relationship varies depending on age and gender. When they are young they tend to fight in physical ways but as they grow older this will develop into verbal arguments. Adult siblings tend to have relationships that fall into one of the five following categories:
  • extremely devoted, placing sibling relationship above all others
  • close and caring friends, but place a higher value on marriage and parent/child relationships
  • loyalty based on common family history, maintain regular contact, participate in family gatherings and are there in times of crisis
  • don’t really feel connected and have infrequent to no contact
  • hostility based on resentment and anger.
• Friendships – These are important for a number of reasons and can promote health and well-being through support, boosting self-esteem, keeping you active and helping you to have a positive approach. However, dysfunctional friendships have a negative impact on health and well-being. Friends can pressure individuals into doing things that are bad for them and can damage their self-esteem through constant criticism.

• Rhiant a phlentyn – Mae angen i'r berthynas rhwng rhiant a phlentyn fod yn gyson ac yn sensitif er mwyn osgoi unrhyw effaith emosiynol negyddol. Os bydd plant yn teimlo y gallant ddibynnu ar riant am gysur pan fyddant mewn trallod byddant yn tyfu i fyny yn teimlo eu bod yn haeddu cariad a gofal. Mae plant sydd â bond emosiynol cryf â'u rhieni yn llai tebygol o fod yn agored i bwysau gan gymheiriaid yn eu harddegau.
• Brodyr a chwiorydd – Pan fydd brodyr a chwiorydd yn ifanc, bydd eu math o berthynas yn amrywio yn dibynnu ar oedran a rhywedd. Pan yn ifanc byddant yn dueddol o ymladd mewn ffyrdd corfforol ond wrth iddynt dyfu i fyny bydd hyn yn datblygu i fod yn gweryla ar lafar. Mae brodyr a chwiorydd sy'n oedolion yn dueddol o gael perthnasoedd sy'n perthyn i un o'r pum categori canlynol:
  • hynod ffyddlon, gan osod y berthynas rhwng brodyr a chwiorydd uwchlaw pob un arall
  • ffrindiau agos a gofalgar, ond rhoddir mwy o werth ar briodas a'r berthynas rhwng y rhiant a'r plentyn
  • teyrngarwch yn seiliedig ar hanes cyffredin y teulu, cadw mewn cysylltiad rheolaidd, mynychu digwyddiadau'r teulu ac yno mewn argyfwng
  • ddim yn teimlo wedi cysylltu a braidd dim cyswllt, os o gwbl
  • gelyniaeth yn seiliedig ar ddrwgdeimlad a dicter.
• Cyfeillgarwch – Mae hyn yn bwysig am sawl rheswm a gall hybu iechyd a llesiant drwy gefnogaeth, hybu hunan-barch, cadw unigolion yn weithgar a helpu i weithredu mewn ffordd gadarnhaol. Fodd bynnag, mae cyfeillgarwch camweithredol yn cael effaith negyddol ar iechyd a llesiant. Gall ffrindiau roi pwysau ar unigolion i wneud pethau sy'n wael iddynt, a gallant niweidio eu hunan-barch drwy feirniadaeth gyson.

http://www.aces.me.uk/in-wales/

These traumatic experiences occur before the age of 18 and are remembered throughout adulthood.

These can include:

• Emotional abuse – This can include exposing a child to violence, modelling bad behaviour or failing to meet a child’s emotional needs. This can lead to a child developing mental health problems and eating disorders and can lead to self-harming.
• Sexual abuse – Any sexual activity that a child is persuaded to take part in is classed as sexual abuse. It doesn’t have to involve physical contact and the child may not realise that it is wrong at the time. This can lead to severe mental health problems and the risk of self-harm.
• Physical abuse – This includes anything that would directly harm the child’s physical safety. Children who are physically abused may not do well at school, become involved in criminal behaviour and may develop drug and alcohol problems. They can also suffer mental health problems. Shaking a baby can lead to serious injuries including brain damage, hearing and visual impairments, learning problems and behavioural problems.
• Domestic abuse – This is an ongoing pattern of abusive, coercive and controlling behaviour, involving physical, sexual, emotional and financial abuse. Children who experience domestic abuse are more likely to be part of an abusive relationship as adults.
• Neglect – This is a consistent failure to meet a child’s basic needs. Children who experience neglect are more likely to get involved in crime, have alcohol or drug problems and get involved in dangerous relationships.

http://www.aces.me.uk/cymraeg/

Mae'r profiadau trawmatig hyn yn digwydd cyn 18 oed a chânt eu cofio drwy gydol oedolaeth.

Gallai'r rhain gynnwys y canlynol:

• Camdriniaeth emosiynol – Gall hyn gynnwys amlygu plentyn i drais, modelu ymddygiad gwael neu methu â diwallu anghenion emosiynol plentyn. Gall hyn arwain at ddatblygu problemau iechyd meddwl, anhwylderau bwyta a hunan-niwed yn achos plentyn.
• Camdriniaeth rywiol – Ystyrir bod unrhyw weithgaredd rhywiol y caiff plentyn ei ddarbwyllo i gymryd rhan ynddo yn gamdriniaeth rywiol. Nid oes rhaid i hyn gynnwys cyswllt corfforol ac efallai na fydd plentyn yn sylweddoli bod rhywbeth o'i le. Gall hyn arwain at broblemau iechyd meddwl difrifol a'r risg o hunan-niwed.
• Camdriniaeth gorfforol – Mae hyn yn cynnwys unrhyw beth a fyddai'n niweidio diogelwch corfforol plentyn yn uniongyrchol. Efallai na fydd plant a gaiff eu cam-drin yn gorfforol yn gwneud yn dda yn yr ysgol, gallant ddechrau troseddu neu gael problemau cyffuriau ac alcohol. Gallant hefyd wynebu problemau iechyd meddwl. Gall ysgwyd baban arwain at anafiadau difrifol, gan gynnwys niwed i'r ymennydd, nam ar y clyw a'r golwg, problemau dysgu a phroblemau ymddygiadol.
• Camdriniaeth ddomestig – Mae hwn yn batrwm rheolaidd o gam-drin ac ymddygiad cymhellol sy'n rheoli, sy'n cynnwys camdriniaeth gorfforol, emosiynol ac ariannol. Mae plant sy'n profi camdriniaeth ddomestig yn fwy tebygol o fod mewn perthynas gamdriniol fel oedolyn.
• Esgeulustod – Methiant parhaus i ddiwallu anghenion sylfaenol plentyn yw esgeulustod. Mae plant sy'n profi esgeulustod yn fwy tebygol o droseddu, cael problemau cyffuriau neu alcohol a bod yn rhan o berthnasoedd peryglus.

Education can help individuals to live longer and healthier lives. The well-being of everyone within a learning community can be positively developed by fostering a safe, caring, supportive and purposeful environment that enables the development of relationships based on mutual respect.

Schools and colleges have a critical role in supporting students to make healthy lifestyle choices and to understand consequences on lifelong health and well-being.

However, if educational experiences are affected by bullying, problems with learning, or feeling unable to fit in, then an individual’s well-being can be negatively affected.

Students can suffer mental health problems when studying for exams, such as anxiety and depression.

Gall addysg helpu unigolion i fyw bywydau hirach ac iachach. Gall llesiant pawb mewn cymuned ddysgu gael ei ddatblygu'n gadarnhaol drwy greu amgylchedd diogel, gofalgar, cefnogol a phwrpasol sy'n fodd i ddatblygu cydberthnasau ar sail parch rhwng y naill a'r llall.

Mae gan ysgolion a cholegau rôl hanfodol i'w chwarae i helpu myfyrwyr i wneud dewisiadau ffordd o fyw iach a deall canlyniadau ar iechyd a llesiant gydol oes.

Fodd bynnag, os bydd bwlio, problemau dysgu, neu fethu â ffitio i mewn yn effeithio ar brofiadau addysgol, gall hyn gael effaith negyddol ar lesiant unigolyn.

Gall myfyrwyr ddioddef problemau iechyd meddwl wrth astudio ar gyfer arholiadau, fel gorbryder ac iselder.

Culture

Culture is a set of ideas, customs and behaviours shared by a particular group of people or society.

It can affect how a group of people think of health, illness and death, causes of diseases, where they seek help and the types of treatment they want. All of these things can influence health and well-being.

Young people from different cultural backgrounds can feel caught between two sets of cultural standards and values due to cultural views on sexuality, relationships, gender roles, education and employment. They can feel restricted in their choice of friends, and dating can cause family conflict.

Racial diversity

Race refers to an individual's race, colour, nationality and ethnic or national origins.

Some races have a higher chance of certain diseases, for instance sickle cell anaemia is more prominent in Africans, Asians, Middle Eastern individuals and East Europeans.

Mental health issues can arise due to racism, which can lower an individual’s self-esteem and confidence, which can lead to individuals withdrawing from contact with others or being afraid of going to school or work. This will increase the risk of problems such as depression, anxiety and substance use.

https://bit.ly/3btYa4b

Diwylliant

Mae a wnelo diwylliant â set o syniadau, arferion a ffyrdd o ymddwyn a rennir gan grŵp o bobl neu gymdeithas benodol.

Gall effeithio ar y ffordd mae grŵp o bobl yn meddwl am iechyd, salwch a marwolaeth, achosion clefyd, ble i gael help a'r mathau o driniaeth maent am ei chael. Gall yr holl bethau hyn ddylanwadu ar iechyd a llesiant.

Gall pobl ifanc o wahanol gefndiroedd diwylliannol deimlo eu bod wedi'u dal rhwng dwy set o safonau a gwerthoedd diwylliannol, oherwydd safbwyntiau diwylliannol yn ymwneud â rhywioldeb, perthnasoedd, rolau o ran rhywedd, addysg a chyflogaeth. Gallant deimlo'n rhwystredig o ran eu dewis o ffrindiau, a gall mynd ar ddêt achosi gwrthdaro o fewn y teulu.

Amrywiaeth hiliol

Mae hil yn cyfeirio at hil, lliw, cenedligrwydd a tharddiad ethnig neu genedlaethol unigolyn.

Mae ambell hil yn wynebu risg uwch o gael rhai clefydau, er enghraifft mae anemia cryman-gell yn fwy cyffredin ymhlith pobl Affricanaidd, Asiaid, pobl o'r Dwyrain Canol a phobl o Ddwyrain Ewrop.

Gall problemau iechyd meddwl ddeillio o hiliaeth, a all ostwng lefel hunan-barch a hyder person, a all arwain at bobl yn osgoi cael cyswllt ag eraill, neu fod ofn mynd i'r ysgol neu'r gwaith. Bydd hyn yn cynyddu'r risg o broblemau fel iselder, gorbryder a defnyddio sylweddau.

https://bit.ly/2xPvJio