Sarah Brennan, Chief Executive THE ROLE OF SCHOOLS IN DEVELOPING EMOTIONAL RESILIENCE

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1 Sarah Brennan, Chief Executive THE ROLE OF SCHOOLS IN DEVELOPING EMOTIONAL RESILIENCE

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3 WELLBEING IS CENTRAL FOR SCHOOLS Emotional Wellbeing affects childrens: Behaviour School attendance Ability to concentrate and learn Educational attainment

4 EMOTIONAL WELLBEING IS CENTRAL TO CHILDREN Healthy physical, social and psychological development Early identification of problems and early intervention prevention of mental illness Success at school and good mental health affects whole life positive outcomes

5 CENTRAL FOR TAXPAYERS AND STATE 1,000 schoolchildren are suspended DAILY for abuse and assault (DfE 2011) Costs of conduct disorder, and savings provided by school interventions Costs of depression and savings of early intervention

6 A BIO-PSYCHO-SOCIAL MODEL NATURE (what we are born with) EVENTS (what happens to us) NURTURE (what we grow up with)

7 UK Structure of Child and Adolescents Mental Health Services (CAMHS)

8 Early Intervention We need help and support early on not when it s too late. We want more trained workers we can talk to, who will look out for us and our needs and we want to be taught how to be emotionally healthy and look after ourselves Sarah, 14, from VIK, was abused from a young age and bullied at school. She was excluded from the classroom for her disruptive behaviour, which made her feel unworthy, unwanted and bad when all she really wanted was for someone to notice my distress and help me

9 BENEFIT OF INVESTING EARLY Early recognition = early intervention Prevent conduct disorders Promote positive mental health Build resilience Support parenting capacity Address risk taking behaviours Avoid/avert crisis

10 How to identify problems early? Sad / distracted Angry School refusal

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15 SCHOOL BASED INTERVENTIONS Weare and Gray (2003) Found developing emotional and social competence and wellbeing in schools can achieve: Greater educational and work success Improvements in behaviour Increased inclusion Improved learning Greater social cohesion Improvements to mental health School improvement

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17 MAJOR SCHOOLS INITIATIVES UK Tamhs m ; 3,000 schools Falkirk Schools Project Scotland Achievement For All primary, secondary and special schools

18 TAMHS EVALUATION OF 18,000 PUPILS ACROSS 25 AUTHORITIES: Implementation of TaMHS led to a significant reduction in behavioural problems in primary school, especially with self help booklets. No impact for pupils with emotional problems or for secondary school pupils with either emotional or behavioural problems. In secondary school: greater inter-agency working, more positive links with specialist CAMHS and provision of information all created reductions in behaviour problems.

19 DIFFERENT LABELS SAME CHILDREN Children at risk; in need; vulnerable Social Care Children with emotional and behavioural difficulties; special needs Education Children with mental illnesses; psychiatric disorders Health

20 RISK AND PROTECTIVE FACTORS Whether universal, targeted or specialist we can do a lot to promote resilience Risk Factors Protective Factors

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23 How has YOUNGMINDS supported emotional wellbeing in schools? Whole School Approaches: BOND: Integrating systems and commissioning in local areas: support schools and school clusters identify what early intervention support would be most suitable identify local resources and what they can offer; voluntary sector, CAMHS, local authority Academic Resilience: Tools to help schools identify young people in need, how to link academic and emotional progress

24 (0.49 to 3.05)

25 ACTIVITIES Support all member of the school community Focus on strengths Promote integration and connectedness parents, mental healthcare, community activities/services, social care Observe behaviour, plan and act when needed, have supports available Model behaviour

26 The effect of shifting the mean of the mental health spectrum From: Huppert Ch.12 in Huppert et al. (Eds) The Science of Well-being Flourishing Moderate mental health Languishing Mental disorder Number of symptoms or risk factors

27 EVERYBODY S BUSINESS Anyone in contact with a child has an impact on that child s mental health and psychological wellbeing. The challenge for all of us is to remember that and to be able to respond if things start to go wrong. Children and Young People in Mind; final report of the CAMHS Review 2008

28 Parent helpline:

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

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