Think Good, Feel Good Project - Shropshire · PDF fileThink Good, Feel Good Project TaMHS The...
Transcript of Think Good, Feel Good Project - Shropshire · PDF fileThink Good, Feel Good Project TaMHS The...
Think Good, Feel Good Project
TaMHS
The Shropshire Model Supporting emotional health and well
being in schools
Jo Robins
Locum Consultant in Public Health
Kay Smallbone
Programme Lead 5-19
Renee Lee
Project Support Officer
Shropshire council
The facts…
• In 2004, 22.8% of the total burden of disease in the UK was attributed to mental disorder, compared with 16.2% for cardio vascular disease and 15.9% for cancer
• Mental illness is the single largest cost to the National Health Service (NHS), being £10.4 billion, that’s 10.8% of the NHS budget
• The wider costs amount to £105 billion a year
Royal College of Psychiatrists, ‘No health without public mental health’, October
2010 and February 2011
Local Context
Health and Well-Being Strategy - Outcome 3: • Better Emotional and mental health and wellbeing for all
– Priority – (i) Improve the emotional wellbeing and mental health of children and young
people, by focussing on prevention and early support.
– Priority – (ii) Making Shropshire a dementia friendly county to enable earlier diagnosis
and improved outlook for people with dementia
• Priority (i) listed above is to be delivered by the Children’s Trust and reported through to the
Health and Well-Being Board.
• In Shropshire, it is estimated that between 26% and 32% of the population have a
mental health condition with the main illnesses being depression and anxiety, alcohol
related mental health problems, and personality disorders. In addition to this, over
4000 people in Shropshire are known to suffer from dementia. The ageing nature of
our population means that this number is increasing, and problems with diagnosis
mean that this figure is already likely to be much higher.
What are the risk factors?
Factors that increase the
probability of a child developing an emotional health problem
• If a child has one risk factor their chance of developing an emotional health problem is 1-2%
• Three risk factors is 8%
• Four or more, increases to 20%
The benefits of school engagement
“… warm, caring and supportive relationships in school are a crucial factor: not only in maintaining good mental health; but to achieve high levels of performance; greater enjoyment of school; more motivation; better learning; higher attainments; improved attendance levels…”
(Weare and Gray, 2002)
The Shropshire Model Shropshire Children’s Trust
Health and Well Being
Board
Safeguarding Board
CAMHS Commissioners
CCG
Public Health TaMHS Steering Group
Project Team
Project
Manager School leads
TaMHS
Administrator Lifelines
practitioners
Wider Team
Children and Young
People (3052 pupils)
Whole
school
CAMHS
Voluntary
Sector
partners
Statutory
partners
Families &
Community
Stakeholders Group
National Model:
A Whole School Approach
Facilitated by
external practitioners
(working within integrated
children’s services) who can
train, support and deliver
alongside school staff
Wave 1
• Effective whole school frameworks for promoting
emotional well-being and mental health
• Quality first teaching of social and emotional skills to all
children through SEAL programme
Wave 2
Skills-focused interventions
• Small group SEAL for children who need help
to develop social and emotional skills
• SEAL-related work with families
Wave 3
Therapeutic interventions
• Individual and small group
• Complementary to
SEAL
All interventions
informed by the evidence
available through research and
existing practice
Facilitated by
external practitioners
(working within integrated
children’s services) who can
train, support and deliver
alongside school staff
Wave 1
• Effective whole school frameworks for promoting
emotional well-being and mental health
• Quality first teaching of social and emotional skills to all
children through SEAL programme
Wave 2
Skills-focused interventions
• Small group SEAL for children who need help
to develop social and emotional skills
• SEAL-related work with families
Wave 3
Therapeutic interventions
• Individual and small group
• Complementary to
SEAL
All interventions
informed by the evidence
available through research and
existing practice
Wave 1
• Effective whole school frameworks for promoting
emotional well-being and mental health
• Quality first teaching of social and emotional skills to all
children through SEAL programme
Wave 2
Skills-focused interventions
• Small group SEAL for children who need help
to develop social and emotional skills
• SEAL-related work with families
Wave 3
Therapeutic interventions
• Individual and small group
• Complementary to
SEAL
All interventions
informed by the evidence
available through research and
existing practice
Key Deliverables of TaMHS underpinned by Outcomes
• Increase in staff confidence and skills in working with children and young
people experiencing emotional and mental health problems
• Increase in staff knowledge and awareness of children’s emotional and mental
health needs
• Programme has reached all schools
• Results from the pilot showed promising results around attendance and
attainment improvement in pupil attitudes, anxiety, and feelings
Knowledge and skills training
Target
Group
Knowledge and skills
based training
Description Impact/Outcomes
KS1-
KS4
Tier 1 Sociograms Project Manager and
Learning & Skills Team
Assessment and tracking tool To identify need and track progress of pupils
KS1-
KS4
Tier 1 SUMO
(Stop, Understand
Move On)
SUMO national team or
Project Manager
Whole school resources creating
common language to positive
thinking
Emotionally healthy whole school culture
KS1-
KS4
Tier 1 Loss and
Bereavement
Hope House Hospice Theory/ models of grief, Raise awareness and confidence in
supporting pupils following grief.
KS1-
KS4
Tier 1 Re Think Time to Change Mental ill- health awareness rising.
Service user stories
Raise awareness of the differences between
mental health and mental ill- health and the
long term impact their childhood traumas such
as bullying and abuse can have on young
people into adult life.
KS1-
KS4
Tier 1 Self Harm &
Introduction to
STORM
Project manager and
Educational
Psychology service or
CaMHS
Understanding and managing self-
injury. Introduction to suicide
prevention.
Raise awareness of prevalence, dispel myths,
how to identify early signs, how to respond
and support following a disclosure
Staff Tier 1 Stress management Project manager Managing staff and pupil stress, in
including relaxation techniques
Ensure staff are in an emotionally sound place
before supporting pupils emotional needs
Skills based intervention training
Target
Group
Tier of
support
Intervention training Training delivered by Programme Description Impact/Outcomes
KS1-
KS4
Tier 1 & 2 Anger Management Project Manager and
Learning & Skills Team
8 week peer support
(anger)
Pupils to understand triggers of anger,
defuse and manage more effectively
KS1-
KS2
Tier 1 & 2 Reach for the Top Project Manager 6 week 1-1, (attachment) Provide time and space for pupils to talk, to
build trust, to feel valued, safe and belong
within the school
KS1,
KS2,
KS3
Tier 2 FRIENDS for LIFE
(Spence anxiety score
measure)
Educational
Psychology Service
8 week peer support
(Anxiety)
Using CBT to reduce and mange anxiety
KS3,
KS4,
KS5
Tier 2 STAR
Windmills and STAR
champions (eg.PM,
EWO, TYS, 15-19
teams)
6 week peer support for pre
NEETs pupils or those at risk of
not reaching their full potential
To increase aspiration, motivation and
confidence
KS1-
KS4
Tier 1 & 2 Seasons for Growth Bereavement UK 8 week peer support, using
Wordens model of grief.
To help pupils manage loss and significant
change (e.g. bereavement or, divorce)
KS1-KS3 Tier 1 & 2 Lifelines TaMHS team
1-1 support with grief work Enable young people to move forward
following grief
KS1,
KS2,
KS3
Tier 2 Nurture Group
(Boxall profile measure)
Priorslee campus Classic and adapted nurture
groups
Curriculum based sessions for small groups
of vulnerable pupils
KS1-3 Tier 1 Relax Kids and Chill
Skils
ZJT consultancy Relaxation skills that can be
delivered to small groups or whole
class
To raise awareness of the importance of
relaxation and learning strategies of how to
relax.
Classic nurture groups
‘The school's own nurture group provides pupils with excellent opportunities to work
and play in a calm, relaxing atmosphere’
Outdoor Nurture
Group
“using the outdoor environment to stimulate pupils' interests, especially those of boys,
is having a positive impact on motivating pupils to learn and raising achievement”
Outdoor nurture groups
Relaxation garden
“The excellent attention paid to children's
welfare and to their personal, social and
emotional development very successfully
builds their confidence and self-esteem.
Children are enthusiastic learners”
Relaxation garden
Year 7 boys self esteem group
Positive relationships exist
between staff and the students and
behaviour is managed well
Moving Forward – Think Good Feel Good
Self harm identified as a problem in 2013
Self harm pathway developed in consultation with parents & young people
Risk assessment policy developed for schools
Information for children, young people, parents and practitioners
Targeted intervention programme (10 weeks) Signature Strengths
Train the trainer pilot in 3 secondary schools
PHSE curriculum resource developed
Extending the offer to under 5’s and over 16’s