Talking about emotional well being in schools
Talking about emotional well being in schools is a product from the BOND consortium. BOND (Better Outcomes New Delivery) was a DfE funded project to increase the capacity of the voluntary and community sector (VCS) to deliver early intervention youth mental health (November 2011 – January 2014).
In recognition of the crucial part played by schools in promoting the well being of children and young people, this tool was created as a way of initiating conversations that would by-pass the usual issues of language and instead focus on simple, actionable ways of exploring mental health and emotional well being that can be shared by all professionals.
While there is an evidence base for the association between mental health and school attendance, attainment and behavior, the tool encourages non-mental health professionals, including schools staff, to use the evidence of their own eyes and ears, by triangulating what they know.
Talking about emotional well being in schools is available as
• Asetofflashcards• PowerPoint presentation• Keynote presentation (for Mac)
A resource for conversation.
For schools, with voluntary and community organisations.Developed as part of the BOND pilot in Knowsley, Sefton and Liverpool.
Created byYvonne AndersonJane CaseSimone McCaskillMonique CollierJeni PageLisa Williams
Published November 2013(Print version, January 2014)
(c) Crown Copyright 2013
TofindoutmoreabouttheBONDprogrammeandawealthofotherresourcesforschools, commissioners and voluntary and community organisations, visit www.youngminds.org.uk/bond
Talking about emotional well being in schools
It’snotourjobtoidentifyandfixinternalproblems, or home life issues for pupils
We don’t have the skills, knowledge or expertise to help
We are not experts and we could make things worse
Making external services like CAMHS easier to access is what is needed
What is mental health anyway?
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…what about mental health?
Different languageDifferent languageSAME ISSUES?
Children with emotional
and behavioural difficulties,special
needs
EDUCATION
Children...
VCS
Children at risk, in need,
vulnerable
SOCIAL WORK
Children with mental
health problems, illness,
disorderHEALTH
• There is stigma attached to the word “mental”
• Mental health is seen in a negative light
• Mental health services are viewed as highly specialised,
medical/clinicalanddifficulttoaccess
Re-frame Mental HealthRe-frame Mental Health
BENEFIT FROM IMPROVED OUTCOMES IN
How many pupils do you know who wouldHow many pupils do you know who would
• Behaviour• Attainment• Relationships with family and adults• Relationships with friends and peers• Safety and security• Emotional wellbeing ??
Triangulate
Domestic violence
Trauma Poor school results
Trauma Poor school results
Refugee/Asylum Seeker
Trauma Poor school results
Young carer
Trauma Poor school results
Bereavement
Trauma Poor school results
Neglect and
Abuse
Trauma Poor school results
Chronic Disabling
Illness
Children who:
• suffer extreme stress
• have been traumatised
• experience the loss of close family member/s
Re-frame Mental HealthRe-frame Mental Health
Are more likely to:• Underachieve (ATTAINMENT)• Withdraw (ATTENDANCE)• Act out (BEHAVIOUR)
What worksBUILDING RESILIENCEWhat works
• Help with:- basics (safety, transport, play, housing)- learning (mentors, getting organised, life skills, highlighting achievements, raising aspiration through planning)- coping (problem solving, calming down, fostering interests, understanding boundaries, laughing, being brave)
• Belonging (one adult who can hold the child in mind)• Sense of self (instilling hope, building empathy and responsibility,
fostering talent)
What worksSUPPORTING PARENTSWhat works
Home environment and parenting have the greatest impact on children’s outcomes across many domains, especially during primary school. The nature of the interaction between parents and child is more important than structural factors such as income and parental education in predicting wellbeing
Margo & Sodha (2007)Parenting support interventions - a range of outcomes including;• Improved child emotional and behavioural adjustment in children under
the age of 3• Improved behaviour and prevention in high-risk children aged 2–11• Improvedsymptomsofattention-deficithyperactivitydisorder• Reduced antisocial behaviour
Royal College of Psychiatrists (2010
• Effective in improving social behaviour and emotional difficulties
• Some evidence in relation to improved concentration and attendance
• Less evidence of impact on disadvantaged groups• Quality issues - counsellor training, supervision and links to
other services is essential• Most effective in secondary school
Growing evidence base
COUNSELLING IN SCHOOLWhat worksWhat works