Transcript Document

Primary
National Strategy
Dennis Piper

SEN Consultant: ‘Emotional Well-Being’ (social, emotional and behavioural needs)
 C0-Lead (Salford): TA/MMU National Award for SEN Coordination
 Associate Lecturer: Manchester Metropolitan University
© Crown Copyright 2005
Objectives
1.
To know the official definitions of Behavioural, Emotional and Social Difficulties and
understand the factors that create BESD
2.
To reflect upon and deepen our own awareness / understanding about emotions and explore
how and why adults’ emotions in the classroom impact significantly upon children’s emotions,
behaviour, attendance and learning - Our responsibilities!
3.
To develop strategies for managing our own and pupils’ emotions within the learning
environment and to understand the concept and nature of ‘emotional intelligence’;
4.
To understand how risk and resilience factors impact on children and young people’s
emotional wellbeing and begin profiling/provision mapping around
wellbeing needs;
5.
To understand how emotions affect the ability to communicate.
© Crown copyright 2005
pupils’ emotional
DEFINITIONS
APPROACHES
FACTS AND FIGURES
RESPONSIBILITIES
© Crown copyright 2005
THE ICEBERG MODEL
The iceberg model is a thinking tool designed
to help an individual or a group to discover the
patterns of behaviour, supporting structures and
mental models that underlie a particular event.
WHAT IS SEEN
Events
What’s happening?
WHAT IS GENERALLY UNSEEN
Patterns of Behaviour
What’s been happening?
What are the trends?
What changes have occurred?
LEARNING
______________________________________________________________
Structures
What has influenced the patterns?
(rules, lesson plans, curriculum)
What are the relationships among the parts?
________________________________________________________
Mental Models
What values, beliefs, and assumptions do you have about teaching?
Dennis Piper: Adapted from the Iceberg Model by M. Goodman (2002)
© Crown copyright 2005
LEVERAGE
Introduction to BESD
In schools at times we may experience disruptive behaviour causing us
‘Negative’ Feelings.
There are many factors that can lie behind behavioural difficulties:
Social
Emotional and Psychological
Biological
These difficulties present a significant barrier to teaching and learning.
If you understand and respond to these underlying factors it can help you develop positive
relationships with these pupils.
This in turn can make teaching them easier.
© Crown copyright 2005
What are Behavioural Emotional and Social
Difficulties?
Many people, when they hear that a pupil has ‘behavioural difficulties’
instantly think that the pupil is disruptive.
In fact BESD and disruptive behaviour are not the same thing.
 Disruptive behaviour is commonly exhibited by pupils with no BESD
 Pupils with BESD do not always exhibit disruptive behaviour
BESD are a special educational need (SEN), defined as a ‘learning
difficulty’ where children and young people demonstrate features of
emotional and behavioural difficulties such as:




Being withdrawn or isolated, disruptive and disturbing;
Being hyperactive and lacking concentration;
Having immature social skills;
Presenting challenging behaviours arising from other complex special needs.
(Source: SEN
Code of Practice 2001)
© Crown copyright 2005
So…….
So…….
How
should
we look
How
should
we look at
at behaviour?
behaviour?
A Difficulty?
A Need?
“F_ _ _ Off!”
“F_ _ _ Off!”
© Crown copyright 2005
So ... what is Behaviour?
“Behaviour is a
manifestation of
how we feel.”
© Crown copyright 2005
Rationale for looking at Behaviour
from an emotional wellbeing perspective
Behaviour is a manifestation (i.e. outcome) of how we feel. How we feel is
related to our level/s of anxiety. Therefore, behaviours are ‘anxiety-driven’.
Anxiety is related to our emotional well-being. Emotional Wellbeing is a
significant aspect of mental health. Child mental health involves ‘risk’ and
resilience’ factors interacting within 3 domains - individual, family and
environment. Thus, the primary focus for understanding behaviour should
centre on ‘emotional well-being’ and ‘anxiety’ levels (Maslow, A.1954).
Piper, D. (2013)
© Crown copyright 2005
What do we need in order to
look at behaviour from an
emotional wellbeing
perspective?
© Crown copyright 2005
What is Empathy?
Empathy is without question an important ability. It allows us to tune
into how someone else is feeling, or what they might be thinking.
Empathy allows us to understand the intentions of others, predict
their behaviour, and experience an emotion triggered by their
emotion. In short, empathy allows us to interact effectively in the
social world. It is also the “glue” of the social world, drawing us to
help others and stopping us from hurting others.
Simon Baron-Cohen (2004)
Professor of Psychology and Psychiatry
Cambridge University
© Crown copyright 2005
THE TEACHER’S ROLE IN SHAPING
SELF-IMAGE
“I have come to a frightening conclusion. I am the decisive
element in the classroom.
It is my personal approach that creates the climate. It is my
daily mood that makes the weather.
As a teacher I possess tremendous power to make a child’s
life miserable or joyous.
I can be a tool of torture or an instrument of inspiration. I
can humiliate or humour, hurt or heal.
In all situations, it is my response that decides whether a
crisis will be escalated or de-escalated, and a child
humanized or dehumanized.”
Haim Ginott
Between Teacher and Child
Haim G. Ginott (originally Ginzburg) (1922–1973) was a school teacher, a child psychologist and
psychotherapist and a parent educator.
He pioneered techniques for conversing
with children
that are still taught today.
© Crown copyright
2005
Teaching and Reflecting on Emotions
“Am I
emotionally
intelligent?”
6 important areas to explore
1. Label feelings
2. Recognize feelings
3. Acknowledge feelings
4. Manage feelings
5. Think about feelings
and …….
6. What you should do
about them
© Crown copyright 2005
Creating an ‘Emotionally Supportive’ Learning
Environment: a checklist
“Am I
emotionally
intelligent?”
Activity: Individually, complete the checklist.
What are you doing well for your class and what would
you like to change?
© Crown copyright 2005
1.
The classroom
2.
Rewards
3.
Relationships
4.
Communication
5.
Feedback
6.
Learning
7.
Confidence
8.
Staff Support
“It’s Everyone’s Responsibility!”
“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
© Crown copyright 2005
Who are the vulnerable?

850,000 children aged 5 – 16 years of age have a diagnosable mental health problem (ONS, 2008)

Around 1 in 12 children and young people deliberately self harm (MHF, 2006)

3 children in every classroom have a diagnosable mental health problem
(Green H, McGinnity A, Meltzer H et al., 2005)

Nearly 80,000 children and young people suffer severe depression (ONS, 2004)

45% of children in care have a mental health disorder (Meltzer, Gatward and Corbin, 2003)
In a Secondary School with a 1000 student population, at any one time:





100 will be suffering a significant mental illness
50 pupils will be seriously depressed
10-20 pupils will have an obsessive compulsive disorder (OCD)
5-10 girls will be affected by eating disorders
35-60 are bereaved of someone close
BUT ….only 25% of children and young people with clinically significant mental health problems will
be accessing the services they need.
Source: Sir Aynsley-Green
Website: www.aynsley-green.com
© Crown copyright 2005
5 Key Principles ~
Promoting emotional well-being
1.
2.
3.
4.
5.
The more adults can be aware of and manage their own
emotional responses to inappropriate behaviour, the
more likely they are to be able to maintain a calm
classroom.
Children’s behaviour is underpinned by the stage they
have reached in social and emotional development, the
level of skills they have in this area, and their emotional
well-being whilst interacting with the social, emotional
and physical environment.
There is a need to take active steps to develop children’s
social, emotional and behavioural skills.
Positive relationships with children are the key to
developing positive behaviour, self esteem, regular
attendance and achievement.
We need to draw on / share each other’s experiences to
enhance our understanding of self and others.
© Crown copyright 2005
1
2
3
K
E
Y
4
5
P
R
I
N
C
I
P
L
E
S
Maslow’s Hierarchy of Needs
(and Theory of Motivation)
Self-actualization
personal growth and fulfilment
Esteem needs
achievement, status, responsibility, reputation
Belonging and Love needs
family, affection, relationships, work group, etc.
Safety needs
protection, security, order, law, limits, stability, etc.
Biological and Physiological needs
Basic life needs - air, food, drink, shelter, warmth, sleep, etc.
© Crown copyright 2005
Are you ‘Child focussed’ or
‘Child centred’?
What is the difference?
© Crown copyright 2005
Why is a ‘Child-Centred’ Model more effective for understanding
‘emotional wellbeing’?
. . .because it is NOT the same as child focused.
 It starts from where children and young people are i.e. from their ‘lived
experience’ - and looks out from there.
 It challenges us to ‘actively’ listen (with our eyes and ears); then reflect on,
and act upon what we hear.
 It requires us to build services around Children and Young People’s needs
i.e. ‘inclusive practice’.
 It challenges us to understand behaviour as communication and to
remain curious about what is being communicated rather than leaping
to conclusions.
© Crown copyright 2005
Are you ‘Child-focused’ or ‘Child-centred’?
Education
Social
Education
Health
Social
Care
Health
Care
Housing
Housing
‘Child Focused’
‘Child Centred’
© Crown copyright 2005
What are children and young people
saying to us?
“We feel judged.”
“We need to talk about how we feel inside.”
“Teachers need to notice when we are distressed at school.”
“We need help early on not when it’s too late.”
© Crown copyright 2005
RISK AND RESILIENCE:
HOW IT AFFECTS MENTAL
HEALTH AND
EMOTIONAL WELLBEING
Emotional
Wellbeing
M
E
N
T
A
L
Risk Factors
Resilience Factors
H
E
A
L
T
H
Resilience Factors
© Crown copyright 2005
What are the Risk and Resilience Factors when
looking at emotional wellbeing and mental health?
1. A range of factors in children’s early lives have been consistently associated with increased risk
of mental health problems in adolescence and adulthood (MHF, 1999, p7).
2. The greater the number of risks, and the more severe the risks, the greater the likelihood of the
child developing a mental health problem.
3. If a child has only one risk factor in their life, their risk of developing a mental health
problem has been defined as being 1-2%.
4. However, with three risk factors the likelihood increases to 8%; and with four or more
risk factors the likelihood of the child developing a mental health problem is increased to
20% (MHF, 1999, p7).
5. Evidence suggests that children’s emotional well-being can be improved if the number
of risk factors is reduced, and the number of protective factors is increased.
However, some individuals are more resilient than others. There are children who, against all odds
survive intact and develop into competent, confident and caring adults despite prolonged and negative
experiences.
An important key to promoting children’s mental health is,
therefore, a greater understanding of those protective factors
that enable these children to be resilient.
(Mental Health Foundation, 1999, p.9).
© Crown copyright 2005
What should we aim for?
(1) To reduce risk and increase resilience factors via child-centred
approaches and needs-led provision / interventions, including ‘quality
first teaching’ delivered within optimal learning / therapeutic
‘settings’;
(2) To produce better outcomes for children within the 5 ECM outcomes.
(DfE Green Paper, 2003), (Children Act - change for children 2004);
(3) To demonstrate measurable academic progression.
(Ofsted Inspection Framework 2012);
© Crown copyright 2005
Where are the risk and resilience
factors located?
There is a broad agreement that factors that can promote
childhood resilience are located in the following domains.
1.
The physical and emotional attributes of the child;
2.
The child’s family;
3.
The immediate environment in which the child lives.
© Crown copyright 2005
© Dennis Piper:
‘Emotional Well-Being:
Profiling and Provision
Mapping for Children and
Young People Based On
Risk and Resilience
(Protective) Factors - A
Process Model.’
Community/Environmental
Protective factors
Family
Protective factors
Wider support
networks
Community/Environmental
Risk factors
Family
Risk factors
Inconsistent or
unclear discipline
Affection
At least one
good parentchild
relationship
Access to sport
and leisure
amenities
Individual
Protective
factors
Good communication skills
Supervision
High standard of
living
Authoritative
discipline Affection
Adapted: Mental
Health Foundation 1999
Hostile and
rejecting
relationships
Capacity to reflect
Higher intelligence
Religious faith
Believing in control
Physical illness, especially if
chronic and/or neurological
Failure to adapt
to a child’s
changing needs
Communication problems
Academic failure
Homelessness
Learning difficulty or disability
Physical, sexual
and/or emotional
abuse
Specific developmental delay
Low self-esteem
Substance misuse
Support for
education
Schools with strong
academic and nonacademic
opportunities
Parental conflict
Individual
Risk factors
Difficult temperament
Gender (female)
Humour
Genetic influences
Low IQ
Supportive parental
relationship/absence of
severe discord
Socioeconomic
disadvantage
Death and loss,
including loss of
friendships
Good housing
Unemployment
© Crown copyright 2005
Severe parental
mental health
problems
Parental
criminality or
substance
addiction
Disaster
Family
breakdown
Discrimination
EMOTIONAL WELL-BEING
‘RISK AND RESILIENCE FACTORS’
SCHOOL: __________________________________________________________________________________________________________________________________________________________
ACTIVITY: USING THE RISK AND PROTECTIVE DIAGRAM, PLEASE COMPLETE THE TABLE BELOW AND DISCUSS THESE ISSUES WITHIN YOUR GROUP
(1)
Identified
M/F and
Year e.g.
5, 7 9,11:
(2)
Identified
‘Protective’
(Resilience) Factor/s
(use diagram):
(3)
Identified
‘Risk’ Factor/s
(use diagram):
(4)
Observable Characteristics and Behaviour/s within
School and the Classroom e.g. on/off task,
interaction with peers/staff, social, interpersonal
and communication skills:
© Crown copyright 2005
(5)
Skills, Strategies, Ideas or Plans
required to address identified
concern/s or ‘risk/s’:
Activity
Individually:
1. Think of a pupil.
2. Look at the risk and resilience factors sheet.
3. What are the risk and protective factors?
Is this EWB profiling helpful?
© Crown copyright 2005
C
F I O
D
A U S
F
MK A F
Emotions,
Speech, Language,
Communication
and the
Brain!!
© Crown copyright 2005
Garrett’s Model of Speech Production - How Emotional Wellbeing
affects the ability to communicate.
High
Anxiety
Feelings and Emotions
Emotional Wellbeing
“I can’t think
clearly!”
Low
Anxiety
Message Level

Forming the idea/concept of what you want to
say, e.g. do you want to ask a question, give an
instruction, state feelings, etc.
Functional Level

Selecting the words needed to convey the
correct meaning.
Positional Level

Planning a ‘frame’ for the sentence.
Morphological information is retrieved. Begin to
retrieve the sound patterns of the words.
Articulation Level

Once the structure of the sentence has been
organised, the sounds needed to make up the
word have to be organised. This information is
then sent to the mouth to make the speech
“I can think
clearly!”
© Crown copyright 2005
I‘m
unhappy
“F_ _ _
very
O_ _ !”
today
© The Salford “TENSION MODEL” - for recognising, predicting and responding appropriately to a
pupil’s emotional levels and presenting (i.e. observable) behavioural difficulties.
UP
ATTACKING STATE
Pupil Behaviour: Loss of self-control
with a need to attack something
or someone i.e. frenzied. Has a great deal
of strength/energy to expend –
very difficult to talk to/manage.
UP
Staff Response:
To prevent injury or harm to the person themselves; to prevent injury or
harm to other people-appropriate physical restraint; to remove from
premises with support – inter-agency meeting (follow up).
Staff Response:
AGGRESSIVE STATE
Pupil Behaviour: Extremely tense,
confrontational and
irrational (severe physically
challenging actions).
To use non-verbal signals (non provocative body posture). Physical proximity to pupil is crucial i.e.
safe distance if pupil ‘hits out’ (2 staff minimum present); to try and ‘let the fire burn out’ without
increasing pupil tension; to encourage pupil to adopt slow breathing actions (speaking in a calm, clear
voice); to move other pupils to a ‘safe’ place – quickly/calmly/orderly (2 staff to supervise); to
increase language (verbal strategies) during ‘lulls’ and as the pupil calms to Agitated/Anxious states.
DOWN
UP
Staff Response:
AGITATED STATE
Pupil Behaviour: Increasing tension and physically
unsettled. Clearly challenging staff authority and/or control
e.g. jumping on chair/throwing things/banging window/
shouting loudly.
DOWN
THRESHOLD BETWEEN
RATIONAL AND IRRATIONAL BEHAVIOUR
To prevent other pupils being interfered with/provoked – move other pupils to a ‘safe’ place (if
necessary) and in orderly fashion; to deploy 1 member of staff for observation/physical and emotional
support; to deploy 1 member of staff for talking to pupil – “please do it for me” (personalise); to clearly
remind pupil of rules/behavioural boundaries – calmly and clearly; to avoid being further provoked –
remain calm. Think before saying/doing anything; to stand in a relaxed manner but not too near pupil –
proximity to pupil is crucial!; to allow pupil to make a choice or face the consequences – ‘selfmanagement’; to allow pupil time to follow instructions, if possible – ‘time out’ facility available; to
ensure that consequences can be enforced – are they pragmatic/relevant/realistic?; to allow pupil to
‘save face’ – if they do it and swear the outcome has still been achieved (specific praise for ‘positives’
and ignore ‘negatives’ if possible.
UP
Staff Response:
ANXIOUS STATE
Pupil Behaviour: Beginning to feel uncomfortable and tense.
Avoiding contact, fussing more than usual,
sitting away form others and difficulty in concentration/remaining ‘on task’.
DOWN
UP
Baseline
Staff Response:
CONTROLLED STATE
Pupil Behaviour: Generally calm/compliant but can be ‘giddy’ or ‘boisterous at times.
DOWN
To reassure pupil that they can be supported - “we do care about you”; to
suggest talking about problem - “we can try to make things better”; to tell pupil
that you are aware they are unhappy (stay near if pupil doesn’t respond); to
reassure pupil that you are available if they wish to talk – ‘library area’
available.
© Crown copyright 2005
To harness, maintain and develop pupil’s positive attitude to
staff/others/work; to give specific and general praise regularly
(celebrate achievements) – ‘circle time’; to remind pupil (if
behaving ‘silly) of rules/boundaries in a clear and calm manner.
The ‘Anger Mountain’
~ also known as the ‘assault cycle’
TIME
3. CRISIS
PHASE
Strength of Emotion/Anger/Tension/Anxiety
4. RECOVERY
PHASE
Possible additional
assaults
2. ESCALATION
PHASE
5. DEPRESSION
PHASE
1. TRIGGER
PHASE
BASELINE
A
C
T
I
O
N
S
 Be aware of body language;
May need to:
 Give space
 Safe place
 Use Social Stories
Communication limited; Stressed
 Remove from room
 Summon help
 Safe person
 What to do when ...
behaviour gives clues.
– may need to be
 Protect
 Go for a walk
 Rehearsal of situations
 Remove trigger
quieter/darker
 Child/Young person needs
 Agree visual reminders
 Give alternative activity
 Defuse
 Visual Reminder
calm reassurance
 No blame
 Teach strategies for relieving
or controlling anxiety
 Exercise
KEEP TALKING (USING LANUAGE OF EMOTIONS)
KEEP CALM
 Where to go/who will help
© Crown copyright 2005
Thoughts, Emotions
And
The Brain
© Crown copyright 2005
How feelings affect our thoughts
How I
interpret
my
feelings
Thinking
part of brain
Emotional
part of brain
How I
feel
© Crown copyright 2005
Our Response To Threat
Fight or Flight?
THREAT
© Crown copyright 2005
“He’s annoying me”
…
Feeling
Irritable
© Crown copyright 2005
“He’s really getting on my nerves!”
…
Feeling
more
irritable
© Crown copyright 2005
“I know he hates me!”
…
Interprets
everything
negatively
© Crown copyright 2005
“I’ve had enough of him!”
Overwhelmed by
emotions!!
© Crown copyright 2005
Calming down
‘emotional rescue’
Therapeutic Techniques:
Relaxation
Exercise
Distraction
© Crown copyright 2005

CBT

Mindfulness
© Reducing Anxiety Management Plan [RAMP]
PUPIL’S NAME:
DATE OF BIRTH:
CONTEXT:
IN-CLASS
[ ]
DINNER TIME [ ]
PLAYGROUND [ ]
TRANSPORT [ ]
STATUS:
AT HOME
[ ]
WITH RELATIVES [ ]
IN PUBLIC CARE [ ]
ACCOMMODATED [ ]
FOSTERED [ ]
PRIORITY CONCERNS: _________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
MEDICAL CONDITIONS: ____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
© Crown copyright 2005
© Reducing Anxiety Management Plan
PUPIL BEHAVIOUR:
STAFF STRATEGIES:
LEVEL (5): ATTACKING/DISTRESSED STATE
PUPIL BEHAVIOUR:
LEVEL (4): AGGRESSIVE/HIGHLY STRESSED STATE
STAFF STRATEGIES:
PUPIL BEHAVIOUR:
LEVEL (3): AGITATED STATE
STAFF STRATEGIES:
(Threshold between Rational / Irrational Behaviour)
PUPIL BEHAVIOUR:
(Baseline)
PUPIL BEHAVIOUR:
CONTEXT CODES:
STAFF STRATEGIES:
LEVEL (2): ANXIOUS STATE
(Baseline)
LEVEL (1): CONTROLLED STATE
(C) = CLASS
copyright
(P)©= Crown
PLAYGROUND
2005 (D) = DINNER TIME
STAFF STRATEGIES:
(T) = TRANSPORT
Activity
Individually/Collectively:
1. Look at the Reducing Anxiety Management Plan (RAMP)
2. Plan for your chosen child in EACH context.
DOES THIS TYPE OF PLAN HELP?
© Crown copyright 2005
Provision Mapping for Social, Emotional and
Behavioural Needs ~ The 3 ‘waves’ model
Wave 3
Additional highly
personalised
Interventions e.g. 1:1 support
Wave 2
Wave 1
Small-group intervention for
children who need additional help
in developing skills, and
for their families
Quality first teaching of social, emotional and
behavioural skills to all children; an effective and
positive ‘whole-school’ ethos or ‘educational setting’;
policies, good practice and ‘learning frameworks’ for
promoting emotional health and wellbeing.
© Crown copyright 2005
© 3-WAVE PROVISION MAP
SCHOOL: ________________________________________________________________________________________________________________________
NAME: ___________________________
YEAR: ______
SEN CoP: __________
START DATE: ____________________
REVIEW DATE: ___________________
CURRICULUM.INTERVENTIONS
RISK ASSESSMNENTS AND PREVENTATIVE MEASURES
IMPACT
(REFER TO REDUCING ANXIETY MANAGEMENT PLAN)
WAVE [1] [2] [3]
RISK FACTORS
RESPONSE
REWARD
SUCCESS CRITERIA
(SETTINGS/CURRICULUM/INTE
RVENTIONS
(HEALTH AND SAFETY)
(PREVENTATIVE STRATEGIES)
(POSITIVE REINFORCEMENT)
(MEASURABLE OUTCOMES)
© Crown copyright 2005
How Do I Know If I Am Emotionally Intelligent In My Work?
QUESTION:
WHAT IT MEANS:
 Do I have self-knowledge?
Do I know enough about myself?
 Am I open?
Can I share feelings/thoughts?
 Am I warm?
Have I a friendly/caring manner?
 How accepting am I?
Do I accept others and myself?
 Do I show support?
Do I advocate for the child?
 Am I flexible?
Can I creatively re-frame situations?
 Do I appreciate children?
Am I ‘child-centred’?
 Am I empathic?
Can I identify feelings?
 Do I show respect?
Can I be unbiased?
 Am I accountable?
Do I allow ‘learning from mistakes’?
 Do I set and move towards goals?
Do I see the ‘Bigger picture’?
© Crown copyright 2005
Acknowledgements and References:










Baron-Cohen, Simon: ‘Zero Degrees of Empathy: A New Theory of Human Cruelty’,
Allen Lane Publisher, 2011
Brennan, Sarah: An Integrated Approach to Mental Health - The Role of Schools in the
21st Century, Young Minds, ENSEC Conference, Manchester University, June 2011
Buchanan, A. & Ten Brinke, J.A, 1998: ‘Key Risk and Resilience Factors for Emotional
and Behavioural Problems’, The Mental Health Foundation, 1999
Children and Young People in Mind; Final report of the CAMHS Review, 2008
Green-Aynsley, Al: Why listening to the voices and views of children and young people
should be the basis for promoting their social and emotional competence, ENSEC
Conference, Manchester University, June 2011
Risk and Resilience and Emotional Wellbeing: Mental Health Foundation, 1999
Smith, Rachel: Promoting Children's Emotional Health, Research Review, Policy,
Research and Influencing Unit, 2002
The National Strategies Inclusion Development Programme: BESD Focus, DCSF, 2010
Weare, Katherine, Nind, Melanie: Mental Health Promotion and Problem Prevention in
Schools - What does the evidence say and what are the messages for Europe?
University of Southampton, ENSEC Conference, Manchester University, June 2011
Young Minds: The Voice for Young People’s Mental Health and Wellbeing
© Crown copyright 2005
Acknowledgements and References continued:
Websites:
 Young Minds
 www.youngminds.org.uk
 Anysley-Green Consulting
 www.aynsley-green.com
 European Network for Social and Emotional Competence
 www.enseceurope.org/
© Crown copyright 2005
Contact Details
Dennis Piper
SEN Consultant
Associate Lecturer (MMU)
Email: [email protected]
© PowerPoint design by Dennis Piper 2013
© Salford City Council, Children's Services Directorate, Inclusive Learning Services, 2013.
© Crown copyright 2005