Learning Together –

Understand and respect othersMaintain confidentiality

Taking equality and diversity seriously Commitment to learning

Time out

Exercise

Talk to person sitting next to you and briefly describe a child who you know or who you believe is leading a

emotionally, mentally and healthy life.

What are the key characteristics of this child? Please display these as thoughts or behavior's on the sheet

provided.

Definition of Mental Health

Mental health is …having the capacities of:The ability to develop psychologically, emotionally,

intellectually and spirituallyThe ability to initiate, develop and sustain mutually satisfying

personal relationshipsThe ability to become aware of others and empathize with

themThe ability to use psychological distress as a developmental

process. HAS, 1995)

Another Definition of Mental Health

When looking at mental health we need to take into account emotional well-being; happiness; integrity & creativity; the capacity to cope with stress and

difficulty.Mental health, in effect refers to the capacity to live a full, productive life as well as the flexibility to deal with its ups and downs. In children and young

people it is especially about the capacity to learn, enjoy friendships, to meet

challenges, to develop talents and capabilities. (YoungMinds, 1996)

Young People’s View of Mental Health

The young people identified five main factors as contributing to mental health:

Having people to talk toPersonal achievement, andFeeling good about yourself

Pets, presents and having fun .Friends and family

were seen as making young people feel secure,supported and wanted and conversely as preventing feelings of isolation.

(Armstrong, Hill &Secker, 1998)

Prevalence of mental health problems in children and young people

Distinction needs to be made between mental health problems and disorders

The former are seen to encompass a very broad range of emotional and behavioral difficulties which may cause concern or distress. They are relatively

common. The latter however are more severe and persistent and usually defined using fairly clear diagnostic criteria.

Classification of mental disorders

Emotional disordersphobias, anxiety states and

depression

Conduct disordersstealing, defiance, fire setting,

aggression, & anti social behaviour

Hyperkinetic disorders disturbance of activity and attention

Developmental disorders (general, pervasive or specific)

For example; learning disability, ASD, delay in acquiring certain skills

e.g. speech and language

Classification of mental disorders

Eating disorderspre-school eating problems,

anorexia nervosa, bulimia nervosa

Habit disorders tics, sleeping problems, soiling

Post traumatic syndromesEffects of witnessing or experiencing

traumatic event(s) e.g. disaster or abuse

Somatic disorders chronic fatigue syndrome

Psychotic disorders schizophrenia, bi-polar disorder,

psychoses including drug induced psychoses

Prevalence

One child in five (around 20%) display a mental health problem. 10% of children have diagnosable disorder

Greater in the upper age groupLevel increasing over time (for some disorders)

Differences across ethnic groupsDifferences between family typesVariations with household income

Prevalence of any mental disorder by age and sex

Prevalence of emotional disorders by age and sex

Prevalence of conduct disorders by age and sex

Prevalence of hyperkinetic disorders by age and sex

Prevalence of any mental disorder by gross weekly household income

Bradford

Up to 6,800 (5%) requiring specialist helpSource: Dr. Julia Raines July 2004

Between 13,600 and 27,200 (10-20%) with disorder

Up to 54,400 (40%) with a mental healthproblem

July 2003 – total number of children & young people aged 0-18 registered with a Bradford GP 135,596.

Source: Bradford Health Informatics Services

What helps - Anxiety

Prevention - A number of causes of general anxiety in childhood can be prevented by sensible handling

For illogical fears that are not quite phobias, simple explanations and reassurance will help many children gradually get over them

Detailed interview with child and familyLook to other agencies for interventions eg Educational Psychologists or

Education Socal Workers if anxiety is about school, social workers if about home life

What helps - Anxiety

Talking to or helping children and parents to understand how the problem has developed

Specific fears are usually treated by helping children confront their fear in a way and at a pace that they can manage eg carefully planning a gradual return to

school if the anxiety is school basedTeaching relaxation

Help children talk through their anxieties using drawing or play

What helps - Depression

About 10% of children and young people with depression recover spontaneously within 3 months

Be able to determine, recognise and assess those with depressionEnsure timely information is available on the nature, cause and treatment in all

local languages (NICE, 2005)

Ask sympathetically how they are and listen to the responseEncourage them to remain active

Praise all efforts(Royal College of Psychiatrists, 1999; YoungMinds)

What helps - Hyperactivity

Learn about hyperactivity and what it meansGive structure and encourage regular routine

Give clear instructions, sufficient time to complete tasksProvide a variety of physical activity

Reward any achievements(HASCAS, 2004)

What helps – conduct disorder

All approaches are grounded in respect for the childEmpathy, attention and involvement, play, problem-solving, listening, talking.

Praise any achievements and reward themEncouragement

Clear limits and consistent rules with consistent follow-throughIgnore negative behavior, distract from negative behavior (positive verbal

redirection) and use re-engagement strategiesRemind of expected behavior and warn of consequences

Use consequences

What else helps children’s and young people’s mental health?

Adults being self-awareFeeling helpless/angry/rejected

Learn from your experiencesRespect their view even if an alternative adult view is presented

UnderstandingThem

Their peer groupTheir developmental stage/age

Their life circumstances

What else helps children’s and young people’s mental health?

ListeningActively

Open questionsWarmth and empathy

Take account of cultural issuesNever promise to keep a secret

Child protection proceduresEmotional language

What else helps children’s and young people’s mental health?

BoundariesKnowing what they can and can’t do

Be consistent Expect challenge

Skill DevelopmentEnabling children and young people to improve their mastery of stressful

situations

What else helps children’s and young people’s mental health?

Being thereLinks with attachment

Even if they don’t talk to you, the main thing is not to put them off talking to someone in the future

Doing what you promise – don’t let them down!

Resilience involves several related elements.

Firstly, a sense of self-esteem and confidence; Secondly a belief in one’s own self-efficacy and ability to deal with change and

adaptation;

Thirdly, a repertoire of social problem solving approaches’ (Rutter 1985)

Workshop 2

Resilience

Resilience Factors -Child

Secure early relationshipsBeing female

Higher intelligenceEasy temperament when an infant

Positive attitude, problem-solving approachGood communication skills

Planner, belief in controlHumour

Religious faithCapacity to reflect

Resilience Factors - Family

At least one good parent-child relationshipAffection

Clear, firm and consistent disciplineSupport for education

Supportive long-term relationship/absence of severe discord

Resilience Factors - Community

Wider supportive networkGood housing

High standard of livingHigh morale school with positive policies for behavior, attitude and anti-bullying

Schools with strong academic and non-academic opportunitiesRange of sport/leisure opportunities

Promoting resilience in relationships

Increase warmth and pleasure parent feels for the childFoster concern/interest as this helps to develop self-esteem

Foster ability to predict child’s needsUse activities which foster connectedness

Help parents and children to do funny things togetherBuild parental confidence and skills

Outcome

Be healthy Stay safe

Enjoy and achieve Make a positive contribution Achieve economic well being