Transcript Slide 1

Children and Young People’s
Emotional Wellbeing and Mental Health Conference
10th October 2012
School and Community based services –
The local picture
By Mike Simons, Jan Pawlikowski / Georgia Adams
Targeted Mental Health in Schools Programme 2011 - 14
Mike Simons – Specialist Senior Educational Psychologist – Mental Health
& Countywide Lead for Northamptonshire TaMHS
Georgia Adams – Education Entitlement Officer – Mental Health
Jan Pawlikowski – Specialist CAMHS Advisor
And John – age 4 years whose just starting school.
3
As informed by
Northamptonshire
Building-Blocks of Provision for
Building
Mentally Healthy Schools in
Northamptonshire
Targeted Mental Health in Schools
‘Drawing and
Talking’
KS1-4
Peer Support
KS1&2
Peer Mentoring
KS3&4
CBT based Group
Work e.g.
‘Growing Optimism’
or ‘RESPECT’
Building Resilience
thru:
‘Zippy’s Friends’ KS1
‘FRIENDS’ KS2/3/4
County PSHE
Prog inc SEAL.
Healthy Schools
Anti Bullying
Shoe Box
& Mental
Health
Handbook
Emotional Health /
Wellbeing Team – to
support students in
KS3&4
Peer Massage
or
Relaxation
Techniques
Headteacher
& Staff Wellbeing
Programmes
More Targeted
Programmes or Support
- Wave 3 focused
Home-Focused
Practitioner Trained in
ASD, 123 Magic, Solihull
Approach Parenting
Support for child experiencing
Loss, Bereavement,
Separation, ADHD, ASD, Selfharm & Domestic Abuse
Well-Being
Wheels
Solihull
Approach &
or Protective
Behaviours
Solution
Focused
Approach
Targeted Programmes
or Support
- Wave 2 focused
Whole-School
Behaviour Management
Approach e.g. 123
Magic
Mental Health
Team or Lead
Person in
School
Family
SEAL
Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People
Universal
Programmes or
Support- Wave 1
focused
Parent
Engagement –
Best Practice
Essential
Foundation
Programmes
&
Approaches
Children’s Workforce Core Competencies (from DCSF, ECM 2005)
Sept 2012
For further info see TaMHS Documents at
www.northamptonshire.gov.uk/shoebox
Essential Underpinnings
for work with children
Targeted Mental Health in Schools Programme 2011 - 14
Outcomes from project phase 2009-11:  Improved Mental health
 Improved School attendance
 Fewer School Exclusions
 Increased Attainments
For evidence base, and all info re accessing TaMHS, go to
www.northamptonshire.gov.uk/shoebox
5
Building-Blocks of Provision for
Building
Mentally Healthy Schools in
Northamptonshire
As informed by
Northamptonshire
Targeted Mental Health in Schools
‘Drawing and
Talking’
KS1-4
Peer Support
KS1&2
Peer Mentoring
KS3&4
CBT based Group
Work e.g.
‘Growing Optimism’
or ‘RESPECT’
Building Resilience
thru:
‘Zippy’s Friends’ KS1
‘FRIENDS’ KS2/3/4
County PSHE
Prog inc SEAL.
Healthy Schools
Anti Bullying
Shoe Box
& Mental
Health
Handbook
Emotional Health /
Wellbeing Team – to
support students in
KS3&4
Peer Massage
or
Relaxation
Techniques
Headteacher
& Staff Wellbeing
Programmes
More Targeted
Programmes or Support
- Wave 3 focused
Home-Focused
Practitioner Trained in
ASD, 123 Magic, Solihull
Approach Parenting
Support for child experiencing
Loss, Bereavement,
Separation, ADHD, ASD, Selfharm & Domestic Abuse
Well-Being
Wheels
Solihull
Approach &
or Protective
Behaviours
Solution
Focused
Approach
Targeted Programmes
or Support
- Wave 2 focused
Whole-School
Behaviour Management
Approach e.g. 123
Magic
Mental Health
Team or Lead
Person in
School
Family
SEAL
Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People
Universal
Programmes or
Support- Wave 1
focused
Parent
Engagement –
Best Practice
Essential
Foundation
Programmes
&
Approaches
Children’s Workforce Core Competencies (from DCSF, ECM 2005)
Sept 2012
For further info see TaMHS Documents at
www.northamptonshire.gov.uk/shoebox
Essential Underpinnings
for work with children
The
Wellbeing
Wheel
An interactive, bespoke resource, supporting wellbeing.
A PROCESS
NOT JUST A PRODUCT
Staff, families and children are
engaged with sharing solutions to
solve wellbeing concerns.
•Staff training, developing a tracking system
• Working with children/parents/carers to collect ideas
• Targeting vulnerable children with ‘Individual Wellbeing Plans’.
The Wellbeing Wheel?
Inclusive ,adaptable and personalised.
Promotes a range of strategies bespoke to the setting.
Engages children, valuing their ideas, providing pupil voice
and ownership.
Encourages independence and builds resilience.
Stimulates communication and positive problem solving.
Georgia Adams
Education Entitlement Officer for Mental Health
Educational Psychology Services
Learning Skills and Education
N.C.C
[email protected]
As informed by
Northamptonshire
Building-Blocks of Provision
for Building
Mentally Healthy Schools in
Northamptonshire
Targeted Mental Health in Schools
‘Drawing and
Talking’
KS1-4
Peer Support
KS1&2
Peer Mentoring
KS3&4
CBT based Group
Work e.g.
‘Growing Optimism’
or ‘RESPECT’
Building Resilience
thru:
‘Zippy’s Friends’ KS1
‘FRIENDS’ KS2/3/4
County PSHE
Prog inc SEAL.
Healthy Schools
Anti Bullying
Shoe Box
& Mental
Health
Handbook
Emotional Health /
Wellbeing Team – to
support students in
KS3&4
Peer Massage
or
Relaxation
Techniques
Headteacher
& Staff Wellbeing
Programmes
More Targeted
Programmes or Support
- Wave 3 focused
Home-Focused
Practitioner Trained in
ASD, 123 Magic, Solihull
Approach Parenting
Support for child experiencing
Loss, Bereavement,
Separation, ADHD, ASD, Selfharm & Domestic Abuse
Well-Being
Wheels
Solihull
Approach &
or Protective
Behaviours
Solution
Focused
Approach
Targeted Programmes
or Support
- Wave 2 focused
Whole-School
Behaviour Management
Approach e.g. 123
Magic
Mental Health
Team or Lead
Person in
School
Family
SEAL
Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People
Universal
Programmes or
Support- Wave 1
focused
Parent
Engagement –
Best Practice
Essential
Foundation
Programmes
&
Approaches
Children’s Workforce Core Competencies (from DCSF, ECM 2005)
Sept 2012
For further info see TaMHS Documents at
www.northamptonshire.gov.uk/shoebox
Essential Underpinnings
for work with children
As informed by
Northamptonshire
Building-Blocks of
Provision for Building
Mentally Healthy Schools
in Northamptonshire
Targeted Mental Health in Schools
‘Drawing and
Talking’
KS1-4
Peer Support
KS1&2
Peer Mentoring
KS3&4
CBT based Group
Work e.g.
‘Growing Optimism’
or ‘RESPECT’
Building Resilience
thru:
‘Zippy’s Friends’ KS1
‘FRIENDS’ KS2/3/4
County PSHE
Prog inc SEAL.
Healthy Schools
Anti Bullying
Shoe Box
& Mental
Health
Handbook
Emotional Health /
Wellbeing Team – to
support students in
KS3&4
Peer Massage
or
Relaxation
Techniques
Headteacher
& Staff Wellbeing
Programmes
More Targeted
Programmes or Support
- Wave 3 focused
Home-Focused
Practitioner Trained in
ASD, 123 Magic, Solihull
Approach Parenting
Support for child experiencing
Loss, Bereavement,
Separation, ADHD, ASD, Selfharm & Domestic Abuse
Well-Being
Wheels
Solihull
Approach &
or Protective
Behaviours
Solution
Focused
Approach
Targeted Programmes
or Support
- Wave 2 focused
Whole-School
Behaviour Management
Approach e.g. 123
Magic
Mental Health
Team or Lead
Person in
School
Family
SEAL
Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People
Universal
Programmes or
Support- Wave 1
focused
Parent
Engagement –
Best Practice
Essential
Foundation
Programmes
&
Approaches
Children’s Workforce Core Competencies (from DCSF, ECM 2005)
Sept 2012
For further info see TaMHS Documents at
www.northamptonshire.gov.uk/shoebox
Essential Underpinnings
for work with children
Jan Pawlikowski
Specialist CAMHS Practitioner/Advisor
THOMAS TANK ENGINE & TOBY TRAM “QUOTES “
“I just want to be
a really useful
engine!”
“What’s important;
is to be able to
stand up on your
own wheels!”
TRANSITIONAL ISSUES
“Growing Pains”
Process / Developing a Well-being Team
To Support Young people within School
• Parents /Carers/Governors informed.
• Students views sought; what the team could help with and
ideas for a Name: (No Worries, Listening Ears, Sorted).
• Staff identified to become a team.
• Referral System, Administration and Operations agreed i.e.
allocation of cases, appointments diary and record keeping.
• Well-being Team is Tailored to the School System/Networks
• Training in Listening Skills provided
• Formal Supervision sessions held to develop Skills and provide
Clinical Over-sight.
• Access to further Supervision through CAMHS Consultation
Line or CAMHS Surgeries
Erik Erikson (1902-94)
8 Ages of Man
Stage 1 – trust vs mistrust (1st year)
Stage 2 – autonomy vs shame and doubt (2-3 years)
Stage 3 – initiative vs guilt (4-5 years)
Stage 4 – industry vs inferiority (6-11 years)
Stage 5 – identity vs role confusion (12-18 years)
Stage 6 –
Stage 7 –
(middle
Stage 8 –
intimacy vs isolation (young adulthood)
generativity vs self-absorption and stagnation
age)
integrity vs despair (late life)
Industry
Inferiority
Capable of deductive
reasoning.
Playing and learning rules.
Receives encouragement/
positive reinforcement.
Experience now includes
social environments/ school.
Efforts seen as mischievous
and mess making.
Making mistakes
Lack of encouragement and
feedback on achievements.
Struggles socially, may get
left out or can’t keep up.
Develops a sense of industry Reinforced sense of
over academic achievements inferiority.
and social interactions.
Failures in academic
achievement.
Sense of inferiority can
develop when up against
more competent children.
Sense of industry can be
revitalised by a sensitive/
committed teacher/ helper.
Identity
Role Confusion
Mental and physiological
maturity.
Develops a multitude of
new ways of looking at and
thinking about the world.
Thinks about ‘others’
thinking.
Conceives awareness of
self against other + & – life
experiences.
Arrives into adolescence
with considerable mistrust,
shame, doubt, guilt and
inferiority.
Integrates early and
previous stages
experiences and abilities.
Develops sexual, vocational
and social orientation.
Unprepared for a
successful adolescence and
attaining an integrated
psychological identity.
The Watershed
+ YP arrives into Adolescence with a sense of
psychological identity of who they are, where
they have been and where they are going.
- However, they may seek a negative identity
through delinquency, promiscuity, alcohol and
substance misuse, aggression and violence.
- A negative identity may be preferable to
having no sense of an identity at all.
- Acute, secondary and co-morbid mental
health symptoms could also feature.
Continuum of Mental Health and Mental
Disorders
Emotional
Well-being
Mental
Distress
Mental
Health
Problems
Mental
Health
Disorders
Continuum of Mental Health and Mental
Disorders
NORMAL
ADOLESCENTS
ADOLESCENT
TURMOIL
RISK &
DISTURBANCE
Concerned about Body
Shape
Dietary Chaos
Eating Disorder
Challenging Authority
Minor Acts of
Delinquency
Persistent
Law Breaking
Emotional Stress
Self-Consciousness
Loss of Confidence
Depressive Illness
Anxiety
Exploration
Experimentation
Risk Taking
Self Harm
Substances Misuse
What factors contribute to our mental health?
WHOLE SCHOOL
APPROACH
Agencies Involvement
Safeguarding
Commissioned Services
SCHOOL ACTION
Voluntary&Third Sector
EH & WB
Team
Communities
Pastoral Support/IEP
CYPS
Peer Mentor
(DEVOLVED BUDGETS)
School Nurse
QA Traded & Private
Company’s Services
School drop-in Service
Family Support Worker
SCHOOL ACTION +
Education Entitlement
Statutory Support
CAF/TAF
Inclusion Support
Children & Young People
Emotional Well-Being & Mental Health
Mild
Moderate
Universal L1
Targeted L2
Severe
L3
Specialist L4
Risk & Resilience, Wave 1,2,3, Interventions TaMHS
CAMHS/Surgeries & Consultation Line
CAF/TAF LOT’s CIN & Prevention Teams
Children and Family Centres
Integrated Working Procedures
SERVICE CHANGES
Four green bottles…
and if one green bottle should accidently fall…
Challenges or
Opportunities?
Working Together
Creativity
Talking with
Each Other
Mike Simons - Georgia Adams - Jan Pawlikowski