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Mental Health and Resilience
Aicha ReidSenior Educational Psychologist
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Workshop contents The importance of context Mental health matters How resilience works So what? Sources of information and support
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Urie Bronfenbrenner1917–2005
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Context...
...Russian dolls and
ever increasing circles
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We all have mental health Good
Not so good
O K
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“Mental health influences how we think and feel about ourselves and others and how we interpret events. It affects our
capacity to learn, to communicate and to form, sustain and end relationships. It also influences our ability to cope with change,
transition and life events…”
Friedli 2004
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Mental health and mental illnessa continuum, not absolutes
Minimal mental health
Maximum mental health
Minimal mental illness
Maximum mental illness
Diagnosis of serious illness but copes well and positive
mental health
No diagnosable illnessor disorder but poor
mental health
No illness or disorder and positive mental health
Diagnosis of a serious illness and poor mental health
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UK statistics
1 in 10 children aged 5-16 suffer from a diagnosable mental health disorder
Between 1 in 12 and 1 in 15 children deliberately self-harm
Nearly 80,000 children suffer from severe depression The number of children aged 15-16 with depression
nearly doubled between the 1980s and the 2000s
Association for Young People's Health 2013
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A life graph
Guess whose celebrityrags to riches story involving
romance and sibling rivalry this is…
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Mental health
Age
‘It fits!!’
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“Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired and success achieved.”
Helen Keller 1880 – 1968
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Resilience Develops through practice. Exposure to difficult situations is necessary to develop the
stamina to deal with them. We can all expect good and bad things to happen through our
lives. We can all develop resilience despite our personal histories. Promoting resilience is no different from promoting positive
normal development. Resilience is complex. In education we need to focus on
things within our influence to change
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Resilience is not fixed
It changes as we develop and as
our circumstances change
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Resilience Building Blocks
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Individual Factors
Positive view of oneself Social skills, friendships Empathy Responsibility Intelligence “I have..., I am..., I can...”
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Resilience Building Blocks
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Family Factors Close bond with at least one other Secure and nurturing Autonomy encouraged (girls) Expression of feelings encouraged (boys) Close grandparents Being valued Sufficient financial resources Parents’ mental health
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Resilience Building Blocks
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Environmental Factors Positive experience of education Secure and nurturing Belongingness Supportive relationships Friendships Being valued Realising strengths Opportunities for personal agency
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Resilience Building Blocks
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What you can do
Offer security
Encourage a positive view of self
Help build and keep friendships
Highlight strengths
Share anyconcerns
“You have...” “You are...” “You can...”
Encourage autonomyand express feelings
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Three good things
What did you notice today that went well? Why did this happen? How can you increase the likelihood of this
happening again or more often?
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Sources of information www.edspace.org.ukEdinburgh mental health information www.moodjuice.scot.nhs.ukForth Valley self-help resource guide www.westspace.org.ukWL services, fact sheets, self-help, training and events www.youngminds.org.ukcharity committed to improving the emotional
wellbeing and mental health of children
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