Think Good, Feel Good Project

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Think Good, Feel Good Project. TaMHS The Shropshire Model Supporting emotional health and well being in schools Jo Robins Locum Consultant in Public Health Kay Smallbone Programme Lead 5-19 Renee Lee Project Support Officer Shropshire council. The facts…. - PowerPoint PPT Presentation

Text of Think Good, Feel Good Project

  • Think Good, Feel Good ProjectTaMHSThe Shropshire ModelSupporting emotional health and well being in schoolsJo RobinsLocum Consultant in Public HealthKay SmallboneProgramme Lead 5-19Renee LeeProject Support OfficerShropshire council

  • The factsIn 2004, 22.8% of the total burden of disease in the UK was attributed to mental disorder, compared with 16.2% for cardio vascular disease and 15.9% for cancer

    Mental illness is the single largest cost to the National Health Service (NHS), being 10.4 billion, thats 10.8% of the NHS budget

    The wider costs amount to 105 billion a year

    Royal College of Psychiatrists, No health without public mental health, October 2010 and February 2011

  • Local ContextHealth and Well-Being Strategy - Outcome 3:Better Emotional and mental health and wellbeing for allPriority (i) Improve the emotional wellbeing and mental health of children and young people, by focussing on prevention and early support.Priority (ii) Making Shropshire a dementia friendly county to enable earlier diagnosis and improved outlook for people with dementia

    Priority (i) listed above is to be delivered by the Childrens Trust and reported through to the Health and Well-Being Board.

    In Shropshire, it is estimated that between 26% and 32% of the population have a mental health condition with the main illnesses being depression and anxiety, alcohol related mental health problems, and personality disorders. In addition to this, over 4000 people in Shropshire are known to suffer from dementia. The ageing nature of our population means that this number is increasing, and problems with diagnosis mean that this figure is already likely to be much higher.

  • What are the risk factors?

    Factors that increase the probability of a child developing an emotional health problem

  • If a child has one risk factor their chance of developing an emotional health problem is 1-2%

    Three risk factors is 8%

    Four or more, increases to 20%

  • The benefits of school engagement warm, caring and supportive relationships in school are a crucial factor: not only in maintaining good mental health; but to achieve high levels of performance; greater enjoyment of school; more motivation; better learning; higher attainments; improved attendance levels(Weare and Gray, 2002)

  • The Shropshire ModelShropshire Childrens Trust

    Health and Well Being BoardSafeguarding BoardCAMHS CommissionersCCGPublic HealthTaMHS Steering GroupProject TeamProject ManagerSchool leads TaMHS AdministratorLifelines practitionersWider TeamChildren and Young People (3052 pupils)Whole schoolCAMHSVoluntary Sector partnersStatutory partners Families & Community Stakeholders Group

  • National Model: A Whole School Approach

  • Key Deliverables of TaMHS underpinned by Outcomes

    Increase in staff confidence and skills in working with children and young people experiencing emotional and mental health problems

    Increase in staff knowledge and awareness of childrens emotional and mental health needs

    Programme has reached all schools

    Results from the pilot showed promising results around attendance and attainment improvement in pupil attitudes, anxiety, and feelings

  • Knowledge and skills training

    Target GroupKnowledge and skills based trainingDescriptionImpact/OutcomesKS1- KS4Tier 1SociogramsProject Manager and Learning & Skills TeamAssessment and tracking toolTo identify need and track progress of pupils KS1- KS4Tier 1SUMO(Stop, Understand Move On)SUMO national team or Project ManagerWhole school resources creating common language to positive thinkingEmotionally healthy whole school cultureKS1- KS4Tier 1Loss and BereavementHope House HospiceTheory/ models of grief, Raise awareness and confidence in supporting pupils following grief.KS1- KS4Tier 1Re ThinkTime to ChangeMental ill- health awareness rising. Service user storiesRaise awareness of the differences between mental health and mental ill- health and the long term impact their childhood traumas such as bullying and abuse can have on young people into adult life.KS1- KS4Tier 1Self Harm & Introduction to STORMProject manager and Educational Psychology service or CaMHSUnderstanding and managing self-injury. Introduction to suicide prevention. Raise awareness of prevalence, dispel myths, how to identify early signs, how to respond and support following a disclosureStaffTier 1Stress managementProject managerManaging staff and pupil stress, in including relaxation techniquesEnsure staff are in an emotionally sound place before supporting pupils emotional needs

  • Skills based intervention training

    Target GroupTier of supportIntervention training Training delivered byProgramme DescriptionImpact/OutcomesKS1- KS4Tier 1 & 2Anger ManagementProject Manager and Learning & Skills Team8 week peer support(anger)Pupils to understand triggers of anger, defuse and manage more effectivelyKS1- KS2Tier 1 & 2Reach for the TopProject Manager6 week 1-1, (attachment)Provide time and space for pupils to talk, to build trust, to feel valued, safe and belong within the schoolKS1, KS2, KS3Tier 2FRIENDS for LIFE(Spence anxiety score measure)Educational Psychology Service8 week peer support(Anxiety)Using CBT to reduce and mange anxietyKS3, KS4, KS5Tier 2STARWindmills and STAR champions (eg.PM, EWO, TYS, 15-19 teams) 6 week peer support for pre NEETs pupils or those at risk of not reaching their full potential To increase aspiration, motivation and confidenceKS1- KS4Tier 1 & 2Seasons for GrowthBereavement UK8 week peer support, using Wordens model of grief. To help pupils manage loss and significant change (e.g. bereavement or, divorce)KS1-KS3Tier 1 & 2LifelinesTaMHS team1-1 support with grief workEnable young people to move forward following griefKS1, KS2, KS3Tier 2Nurture Group(Boxall profile measure)Priorslee campusClassic and adapted nurture groupsCurriculum based sessions for small groups of vulnerable pupilsKS1-3Tier 1Relax Kids and Chill SkilsZJT consultancyRelaxation skills that can be delivered to small groups or whole classTo raise awareness of the importance of relaxation and learning strategies of how to relax.

  • Classic nurture groupsThe school's own nurture group provides pupils with excellent opportunities to work and play in a calm, relaxing atmosphere

  • Outdoor Nurture Groupusing the outdoor environment to stimulate pupils' interests, especially those of boys, is having a positive impact on motivating pupils to learn and raising achievementOutdoor nurture groups

  • Relaxation gardenThe excellent attention paid to children's welfare and to their personal, social and emotional development very successfully builds their confidence and self-esteem. Children are enthusiastic learnersRelaxation garden

  • Year 7 boys self esteem groupPositive relationships exist between staff and the students and behaviour is managed well

  • Moving Forward Think Good Feel Good

    Self harm identified as a problem in 2013

    Self harm pathway developed in consultation with parents & young people

    Risk assessment policy developed for schools

    Information for children, young people, parents and practitioners

    Targeted intervention programme (10 weeks) Signature Strengths

    Train the trainer pilot in 3 secondary schools

    PHSE curriculum resource developed

    Extending the offer to under 5s and over 16s

    Hidden pandas- how many in your class- how many can you see?**Happy children learn better, not asking to be mental health practitioners but to raise awareness and understanding as to why some CYP arent achieveing as well as others and what systems can be put in place to help them to reach their potential*Shropshires unique as it has a small core project team, school leads to take responsibility for developing interventions in their schools that best meet the needs of the children and community group. Statutory partners included healthy schools, extended schools, advisorsClear communication strategy between project manager, ex group, steering group, childrens trust board.CaMHS: PMHW & PMHWA RolesA CaMHS training package is currently being developed that will be delivered to all the schools to raise awareness of what is mental health? What is mental illness? When and how does the CaMHS service work with children? When and how should the CaMHS service be accessed through the care pathway?Both the PMHW and PMHWA will work for day a month in the 14 schools to - offer general advice and support around promoting mental health awareness within the school- Support staff in relation to Mental Health needs of young people-consultations.- Train and educate staff members around Mental Health and referral pathways to supporting services.Working with the theatre company Loudmouth,*National TaMHS model, universal tier one underpinning specialist CaMHS services need to add No worries**School based developemnts 5 classic nurture groups- TaMHSBoxall profile*Chicken club, guinea pig club