Transcript Emotional Health and Well Being - School of Psychological Sciences

Emotional Health and Well
Being
Informing good choices and
decisions
The Healthy Schools Programme (NHSP) is a
joint initiative between DCSF and Department
of Health (DH) - which promotes a whole
school / whole child approach to health.
The Programme has existed since 1999.
It is recognised as a key delivery mechanism in
the Children’s Plan (DCSF 2007) and in Healthy
Weight, healthy Lives (DH 2008) – 21st Century
White Paper reference.
Practice
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A healthy school:
Identifies, develops and communicates a positive message and appropriate values in relation to
the health and well-being of the whole school community
Actively values and promotes the self-esteem of all members of the school community, develops
good relationships in the daily life of the school and is welcoming and open to parents and the
wider community
Is successful in helping pupils and staff do their best and celebrates their achievements
Offers all pupils the opportunity to benefit from a broad, balanced, creative and stimulating
education that challenges and promotes brain-friendly learning
Promotes good communication within the whole school community ensuring that pupils and staff
are given an effective voice in whole school decision making
Provides an accessible and relevant PSHE / Citizenship programme which enables pupils to
develop their skills and attitudes in order to make informed choices about their health and to
develop their social, moral, spiritual and cultural awareness
Invests in the physical and emotional health of staff and pupils to help improve standards and
raise achievement
Provides a range of opportunities beyond the curriculum which promote the development of skills
Takes every opportunity to provide a safe, happy and reflective learning environment which
promotes inclusion
Develops partnerships with appropriate outside agencies and individuals, for advice and active
support within the context of health education and health promotion in the school
Local Priorities
National Indicators for Children in Manchester
– Emotional Health of Children
– Teenage Conception rates
– Obesity in yr 6
– Substance misuse
– Aspiration and well-being (LAA)
Healthy Schools
Engagement = Decision Making Environment
Whole
School
Key
Partners
EHWB
Physical
Activity
Needs
Analysis
Pupil
Voice
Healthy
Positive
Decisions
PSHE
Healthy
Eating
Targeted
Universal
Staff
Modelling
Sustainable
Development
Ethos
Curriculum
Systematic
Context
Measured
Balanced
Participation
Emotional health context
‘A state of well-being in which the individual realises his or her own abilities, can cope with the normal
stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her
community.’ World Health Organisation, 2000
‘Being able to ‘develop psychologically, emotionally, intellectually and spiritually; initiate, develop and sustain
mutually satisfying personal relationships; use and enjoy solitude; become aware of others and empathise
with them; play and learn; develop a sense of right and wrong; resolve (face) problems and setbacks and
learn from them’. Mental Health Foundation, 1999
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NI 50 Promoting the emotional health of children and young people
NI 50 is a specific indicator of a very broad concept of emotional health
NI 51 Effectiveness of child and adolescent mental health (CAMHs) services
This concept is at the heart of Every Child Matters, and at the heart of many current
developments within children’s services
New Ofsted Framework– well being indicators and health aspects of self evaluation
NICE Guidelines for Primary and Secondary schools
A duty to promote pupils’ wellbeing’ (Education & Inspections Act, 2006)
Healthy Child Programme 2009
Statutory Guidance on PSHE
National Curriculum overarching aims:
– to provide opportunities for all pupils to learn and achieve
– to promote pupils' spiritual, moral, social and cultural development and
prepare all pupils for the opportunities, responsibilities and experiences of life
The focus on emotional and mental health has never
been greater…
• PSA 12 and National Indicator 50.
• Children and Young People in Mind – report of the independent
CAMHS Review. Good work going on to promote and support
children’s emotional health but some weaknesses in provision
• National Advisory Council for Children’s Psychological Wellbeing
and Mental Health set up
• New Horizons programme – highlighting the economic case for
mental health promotion and early intervention in childhood
• Keeping Children and Young People in Mind – Government’s full
response to the CAMHS Review. Targeted help, intervention where
needed
• New Statutory Role of Children’s Trusts – formalising partnership
arrangements between PCTs and LAs
In Manchester…
• Emotional Health and Wellbeing strategy
• CAMHS Partnership and EHWB Structures
• Universal, tier 2 commissioning arrangements
with Healthy Schools / TaMHS
• EHWB Scrutiny committee
• School EHWB Strategy
• Healthy Schools enhancement model
• Mental Health in schools programme
• TaMHS programme
DELIVERING
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CAMHS Specialist Training:
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Staff EHWB/mental health training in non NHSS schools
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Participants reported an average 18% rise in awareness of issues
Participants reported an average 41% increased likelihood of making a change in
their work as a result of training
81% of delegates reported an improvement in perception of children / young people
with a mental health problem.
93% of participants reported an improvement of confidence as a result of training.
79.2 % of participants reporting greater confidence in making referrals
100 % of school staff attending inset training that report greater awareness as result
of input (evaluation form)
100% of respondents reported an increase in knowledge, understanding and skills
within emotional health and well being
Nine out of the ten schools targeted for EHWB support achieved NHSS by Dec 09
TaMHS/MHS – Targeting schools
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100% of school staff attending training that report a change in their attitudes as
result of input (evaluation form)
An additional 3 high schools and10 feeder primary schools have been recruited to
be a part of the TaMHS programme this year. 37.5% (n9) high schools are now part
of the TaMHS/MHS Programme.
DOING
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ECISIONS
PPORTUNITY
NSIGHT
UTURING
ROUNDING
Example Staff Twilight
Steps to Develop Staff Well Being and Role Models
"Wellbeing is a state of being with others, where human needs are met, where one can act meaningfully to
pursue one's goals, and where one enjoys a satisfactory quality of life.” - ESRC Research Group
Steps to Modelling Practice within Teaching and School
“The true measure of a nation’s standing is how well it attends to its children – their health and safety, their
material security, their education and socialisation, and their sense of being loved, valued, and included
in the families and societies into which they are born” UNICEF Innocenti Report
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Aims:
To understand what we mean by emotional intelligence
To learn strategies for managing our own emotional health and well being
To build relationships and structures to support colleagues in their emotional health and well being
To continue to best model emotional health and positive behaviour to our children and young
people
To consider our school curriculum and how it engages with the emotional development of all.
To develop whole school strategies to develop an emotionally intelligent school community.
Emotional health and Well Being along side the other themes of the healthy schools programme
actively contributes to all five areas of the Every Child Matters Agenda.
Stay safe Healthy
Enjoying & Achieving Economically active
Positive contribution
If we do not model what we teach then we are teaching something else!
Healthy Schools
Engagement = Decision Making Environment
Whole
School
Key
Partners
EHWB
Physical
Activity
Needs
Analysis
Pupil
Voice
Healthy
Positive
Decisions
PSHE
Healthy
Eating
Targeted
Universal
Staff
Modelling
Sustainable
Development
Ethos
Curriculum
Systematic
Context
Measured
Balanced
Participation
Foundations
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Resources need to be matched with skills
Learning to be grounded within context
Informed choice
Role modelling
Policy supported by theory
Taught and Caught
Whole school and holistic
Regeneration, Reduction, Risk and Resiliency
Now Decide…