Transcript TITLE OF PRESENTATION

“2 b me” Project.
Targeted Mental Health in Schools.
Georgie Doherty, “2 b me” Project
Team Leader
Karen Smith, CaMHS Outreach
Worker
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For children:
• The evidence is clear that children learn better and
achieve more when they are feeling mentally secure
and healthy, and have the skills to deal with
emotional challenges.
• The incidence of mental health problems has
increased since the 1970s – but we know more about
how to address these difficulties.
• The sooner problems are dealt with, the better the
outcome is likely to be for the child and family. (The
cost to schools and services will also be lower.)
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Context
• Small, relatively poorly resourced authority.
• Promoting emotional well being one of our
three “Be Healthy” Priorities in CYPP.
• Significant improvements in core CAMHS but
lack of tier 2 and 3.
• IAPTs pilot.
• Evidence of increasing need.
• Some good work already – schools and
CAMHS Outreach.
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For schools:
• There is much work underway to promote
social and emotional skills and wellbeing in
schools. Many schools say they would
appreciate further help and support on mental
health issues, and better access to
therapeutic services for children with mental
health problems.
• Closer working with CAMHS and other
support services will help schools provide
quicker and more coherent mental health
support as part of a broader range of
extended services.
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“2 b me” Project in Bury
• Working with three high schools with 2
associated primaries each and with PLC.
• £708k from DCSF over three years and
£105k local contribution – high schools and
CAMHS grant.
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For CAMHS:
• There is a requirement to deliver a
comprehensive CAMHS service in every area
by 2014.
• As the key universal service for children,
schools are important settings for the delivery
of universal and targeted work with children.
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TaMHS – our model (1)
• Central project team of manager plus two
CAMHS outreach workers with admin
support.
• 1 year post for Education Psychologist (part
time) and 6 months of assistant clinical
psychologist.
• Additional member of staff for each high
school and PLC – 100% funded by project in
2008/09, 80% in 2009/10 and 60% in
2010/11- schools paying difference.
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TaMHS – our model (2)
• Each school nominates an SMT lead and a
school team of staff who have an interest,
experience and some time to work with young
people.
• School team supported by EWO, EP and
school nurse.
• Substantial training programme for team and
whole school awareness training.
• Broad range of interventions to be used.
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TaMHS – our model (3)
• More complex cases referred to central team
(by a CAF) who will deliver interventions, buy
in third sector or refer to core CAMHS (or
IAPTs).
• Level of investment in core team will offer
schools very considerable level of additional
support.
• For schools not in project substantial training
programme from CAMHS Grant.
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TaMHS – our model (4)
• Multi-agency bid development team morphed
into project steering group – meets monthly
and reports into CAMHS Strategy Group.
• Meetings with all schools involved every six
weeks.
• Fully orientated from Nov 2008.
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For children’s services:
• Every Child Matters and the Children’s
National Service Framework articulate a
vision for integrated children’s services to
deliver quicker and more tailored support for
children and families.
• Providing funding to help local areas focus on
overcoming some of the historical, strategic
and practical obstacles to integrated working
between schools and community-based
CAMHS will help to deliver this vision.
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Key Learning Points
• Identify and engage schools early.
• Project development capacity is a key issue
both at Authority and school issue.
• Senior management buy in essential.
• Tapering funding profile is a real challenge.
• Think about evaluation and mainstreaming as
soon as you can.
• Be prepared to innovate and fail.
• Think about the schools not in the project and
dissemination.
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The specific objectives are to:
• Develop ways of bringing mental health
expertise into schools.
• Provide evidence-based support to children
and families.
• Provide children and families with more
integrated support.
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Model of Delivery
Wave 1
Effective whole school frameworks for promoting emotional wellbeing
and mental health
Quality first teaching of social and emotional skills to all children
through SEAL programme
SEAL – related work with families
Facilitated by
external
practitioners
(working within
integrate
children’s
services) who
can train,
support and
deliver alongside
school staff
Wave 2
Skills-focused interventions
Small group SEAL for children who
need help to develop social and
emotional skills
Wave 3
Therapeutic
interventions
Individual and small
group
Complementary to
SEAL.
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All interventions
informed by the
evidence available
through research
and existing
practice
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How will the project work?
Level 1
• Support and monitor the wellbeing of children
and offer advice to parents/carers.
• Link into extended schools programme.
• Compliment SEAL and National Healthy
Schools Scheme.
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Cont’d……
Level 2
• Virtual team of staff.
• Team made up of staff with background of
pastoral or learning support. The school
nurse will also be part of the team.
• A specialist worker will be appointed to all
secondary schools.
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Cont’d…..
• Will deliver slightly higher levels of
interventions.
• Work with small groups of vulnerable
children.
• Carry out individual work with children.
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Cont’d…..
Level 3
• Central Team – Project Manager, 2 full time
project workers and 2 days per week of an
Educational Psychologist.
• Assessment and support to children with
higher levels of need.
• Identify and refer children to Core CAMHS.
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What support will schools get?
The Central Team will:
• Organise and help to deliver a
comprehensive training programme to the
virtual team.
• Provide individual support and supervision
• Assessment and individual work with children
of the highest need.
• Referrals to Core CAMHS which can be fast
tracked.
• Develop clear pathways to other services .
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Projected Outcomes
• Improvements in overall mental health.
• Improvements in the attendance and
attainments.
• Improvements in parents/carer’s abilities and
skills in supporting their children.
• Reduction in rates of exclusions.
• Reduction of behaviour ‘incidents’ within the
school.
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Cont’d…
• Increase in staff knowledge and awareness of
children’s mental health issues.
• Increase in confidence and ability to identify
children with mental health problems and to
work with those children.
• Decrease in staff stress levels.
• The development of a supportive whole
school environment for promoting children’s
mental health.
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What are the main benefits of this
project?
• Active involvement from children,
parents/carers and staff.
• The chance to be a central part of exciting
and innovative partnership working.
• Bury schools will feedback on both a local
and national level.
• Bury will have happier, healthier schools.
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Training Programme
• CSIP Training Programme – Everybody’s
Business being delivered to all virtual teams
in schools by the central team and CAMHS.
• Breathworks Mindful Movement Programme
being delivered to all schools – including
other agencies.
• Mental Health Awareness workshops for all
school staff.
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STAKEHOLDER DAY
• The day was held in a participating school.
• Brought together staff from all the schools in
the project, representatives from health,
social care the third sector and young people.
• Presentations on “2 b me” project, individual
projects and drama from a local group of
young people.
• Round table discussions with specific issues
to debate.
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Hollins Grundy Primary
• An artist has been engaged to work with
children on identifying feelings via facial
expressions.
• This work will culminate in children producing
their own ceramic tiles which will be mounted
in the school garden.
• Laptops and camera …..
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Unsworth Primary
• Allotment and nature project to develop the
natural environment at the school.
• Children are being involved in creating and
maintaining an allotment along with local
community groups.
• They are also creating play spaces for
children of all ages and physical abilities.
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Eastward Primary
• The Tuesday Club.
• A group for identified children and their
parents/carers to promote and improve
relationships.
• The activities will include DIY in conjunction
with B&Q and a bedroom design project.
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THE ARK
• The Wednesday Project.
• Each Primary school in “2 b me” project
identified one child at risk of exclusion.
• They attend the Wednesday Project with a
parent/carer/significant adult with the aim of
building confidence and self esteem.
• Activities include drumming, den building,
abseiling, canoeing and creative arts.
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“2 b me" Project – Bury’s
Approach
A Baseline Measure of
Schools in “2 b me”
Project in Bury
Emma Harding
[email protected]
Educational Psychologist, Bury EPS
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Aims of the study
• To carry out a baseline measure within 10 project
schools prior to the TaMHS project being introduced.
• Data collection took place during June – July 2008
prior to the introduction of the TaMHS project in the
schools and therefore serves as a pre-intervention
measure.
• Findings may be used to indicate level of need and to
inform future planning for the TaMHS project.
• Data may also be used to support later evaluation of
the project and to measure any changes in schools.
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Key Research Questions
1.
2.
3.
How ‘mentally healthy’ are the children and young
people in the 10 schools prior to the start of the
TaMHS project?
What knowledge and awareness do teachers have
of issues, initiatives and support services
surrounding mental health?
How confident and able are teachers in identifying
and working with children and young people with
mental health problems?
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Sample
• Year 5 and Year 8 pupils across all project
schools.
• Year 5 and Year 8 teaching staff across all
project schools.
• Primary PLC teacher and random selection of
pupil’s across the primary and secondary
PLC settings.
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Data collection: Year 5 pupils
• SDQ = 145 Year 5 pupils
• NCH Feelings Scale = 142 Year 5 pupils
(including 5 primary pupils from the PLC)
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Data collection: Year 8 pupils
• SDQ = 388 Year 8 pupils
• YP Core = 392 pupils
(including 19 pupils from the PLC)
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Data Analysis: Pupil self report
scales
• A data base containing pupils’ scores on the 3
self report scales was created using
‘Statistical Package for the Social Sciences’
(SPSS).
• Mean scores were calculated for:
– all pupils in the study across all schools
– by school
– by year group (school level, Year 5 primary
/ Year 8 secondary)
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Data collection from teachers 1
Teacher self rating questionnaire
• 8 questions on a rating scale of 1-5 where
one was as low as it could be and 5 was as
high as it could be.
• 24 teachers:
– 8 Year 5 teachers
– 15 year 8 teachers
– 1 teacher from the primary PLC.
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Data Analysis: Teacher
questionnaires
• A data base was created in SPSS to analyse
the data from the 24 teacher self rating
questionnaires.
• Mean scores were calculated for:
– all teachers across all 10 schools
– by school
– by year group (school level, Year 5 primary
/ Year 8 secondary)
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Data collection from
teachers 2
• Semi structured interviews and focus groups
comprising of the same seven questions.
Semi-structured Interviews with Year 5 teachers
• 8 Year 5 teachers via 6 semi-structured interviews
• 1 teacher from the primary PLC
Focus Groups with Year 8 teachers
• 15 Year 8 teachers via 3 focus groups
• Focus groups consisted of groups of 6, 5 and 4
teachers.
• Data from both was audio taped and transcribed to
enable thematic analysis of the responses and key
themes to be established.
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Thanks for listening to us
Contacts:
[email protected]
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