Learning and mental wellbeing: making the connections in ITE. Jill Anderson Jane Sedgewick Nicky...

Learning and mental wellbeing: making the connections in ITE.

Jill Anderson Jane SedgewickNicky Westerby

Children, Young People and Families Programme

National CAMHS Support Service

Aims

• To consider the drivers for an emphasis on learning and teaching about mental health within initial teacher education

• To share approaches to teaching in this area• To consider the barriers to developing this

aspect of the ITE curriculum• To learn about some resources which may be

of help.

Risk and Resilience in children’s mental health

• What are the factors in a child’s life that you think might pose a risk to their mental health?

Drivers: CAMHS policy

• Children, Young People and Maternity Service National Service Framework – Standard 9 (DH &DfES, 2004)

• CAMHS Review: Children and young People in mind: the final report of the National CAMHS Review (independent but supported by DCSF and DH, 2008) ‘…all bodies responsible for initial training provide basic training in child development and mental health and psychological well-being. This should be in place within 2 years’

• PSA 12, Indicator 4, 4th Proxy Measure – whole-school approach; social and emotional skills programme; understand the contribution they make; identify at risk children using CAF; information and advice; training and support for staff; co-ordinated response; SEAL.

Drivers: student and teachers’ MH• The study of teacher

stress has a long history. • Stress among trainee

teachers is less well researched - viewed as a normal part of teacher development?

• Recent research suggests it is significant.(Chaplain, 2008)

• Teacher Support Network

http://www.teachersupport.info/

• School Matters – teacher mental health

http://www.teachers.tv/video/27050

‘Changes are needed to the structure and content of initial teacher training’ to address this.

Current State of Play

What is currently going on within the programmes that you teach on?

–How does mental health feature as an explicit area of the curriculum?

–How does it feature as an implicit process issue (eg stress and anxiety of students)?

Issues and barriers

• What are the issues and/or barriers to implementing the recommendation of the CAMHS Review and other guidance?

–How might these be addressed?

– Is there anything that mhhe or NCSS could do to support this?

Levers and resources• National CAMHS Support Servicehttp://www.cypf.csip.org.uk/camhs.html• Everybody’s Business

http://learning.camhs.org.uk/• Mental Health in Higher Education http://www.mhhe.heacademy.ac.uk• Education Not Discrimination (END)

http://time-to-change.org.uk/what-were-doing/education-not-discrimination/

The Product: Everybody’s Business – Child and Adolescent Mental Health Training Material

Four half-day sessions, aimed primarily at those who train tier one workers who are in practice. It contains trainers notes, participant handouts and training activities. :The four sessions are What is Mental Health; Mental Health Problems and Disorders; Roles and Responsibilities/How CAMHS is structured; What helps.

Contact

Jill Anderson j.anderson@lancaster.ac.ukJane Sedgewick jane.sedgewick@yhip.org.ukNicky Westerbyn.westerby@lancaster.ac.uk