Think Good, Feel Good Project

TaMHS

The Shropshire ModelSupporting emotional health and well

being in schoolsJo Robins

Locum Consultant in Public Health

Kay Smallbone

Programme Lead 5-19

Renee Lee

Project Support Officer

Shropshire council

The facts…

• In 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, that’s 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 Context

Health and Well-Being Strategy - Outcome 3:•Better Emotional and mental health and wellbeing for all

– Priority – (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 Children’s 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 Children’s Trust

Health and Well Being Board

Safeguarding Board

CAMHS Commissioners

CCG

Public HealthTaMHS Steering Group

Project Team

Project Manager School leads

TaMHS Administrator Lifelines

practitioners

Wider Team

Children and Young People (3052 pupils)

Whole school

CAMHSVoluntary

Sector partners

Statutory partners

Families & Community

Stakeholders Group

National Model: A Whole School Approach

Facilitated by external practitioners (working within integrated children’s services) who can train, support and deliver alongside school staff

Wave 1• Effective whole school frameworks for promoting

emotional well-being and mental health• Quality first teaching of social and emotional skills to all

children through SEAL programme

Wave 2Skills-focused interventions

• Small group SEAL for children who need help to develop social and emotional skills

• SEAL-related work with families

Wave 3Therapeutic interventions• Individual and small group

• Complementary to SEAL

All interventionsinformed by the evidence

available through research and existing practice

Facilitated by external practitioners (working within integrated children’s services) who can train, support and deliver alongside school staff

Wave 1• Effective whole school frameworks for promoting

emotional well-being and mental health• Quality first teaching of social and emotional skills to all

children through SEAL programme

Wave 2Skills-focused interventions

• Small group SEAL for children who need help to develop social and emotional skills

• SEAL-related work with families

Wave 3Therapeutic interventions• Individual and small group

• Complementary to SEAL

All interventionsinformed by the evidence

available through research and existing practice

Wave 1• Effective whole school frameworks for promoting

emotional well-being and mental health• Quality first teaching of social and emotional skills to all

children through SEAL programme

Wave 2Skills-focused interventions

• Small group SEAL for children who need help to develop social and emotional skills

• SEAL-related work with families

Wave 3Therapeutic interventions• Individual and small group

• Complementary to SEAL

All interventionsinformed by the evidence

available through research and existing practice

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 children’s 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 Group

  Knowledge and skills based training

  Description Impact/Outcomes

KS1- KS4 

Tier 1 Sociograms Project Manager and Learning & Skills Team

Assessment and tracking tool To identify need and track progress of pupils

KS1- KS4 

Tier 1 SUMO(Stop, Understand Move On)

SUMO national team or Project Manager

Whole school resources creating common language to positive thinking

Emotionally healthy whole school culture

KS1- KS4 

Tier 1 Loss and Bereavement

Hope House Hospice Theory/ models of grief, Raise awareness and confidence in supporting pupils following grief.

KS1- KS4 

Tier 1 Re Think Time to Change Mental ill- health awareness rising. Service user stories

Raise 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- KS4 

Tier 1 Self Harm & Introduction to STORM

Project manager and Educational Psychology service or CaMHS

Understanding 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 disclosure

Staff Tier 1 Stress management Project manager Managing staff and pupil stress, in including relaxation techniques

Ensure staff are in an emotionally sound place before supporting pupils emotional needs

Skills based intervention training

Target Group

Tier of support

Intervention training Training delivered by Programme Description Impact/Outcomes

KS1- KS4 

Tier 1 & 2 Anger Management Project Manager and Learning & Skills Team

8 week peer support(anger)

Pupils to understand triggers of anger, defuse and manage more effectively

KS1- KS2

Tier 1 & 2 Reach for the Top Project Manager 6 week 1-1, (attachment) Provide time and space for pupils to talk, to build trust, to feel valued, safe and belong within the school

KS1, KS2, KS3

Tier 2 FRIENDS for LIFE(Spence anxiety score measure)

Educational Psychology Service

8 week peer support(Anxiety)

Using CBT to reduce and mange anxiety

KS3, KS4, KS5

Tier 2 STAR 

Windmills 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 confidence

KS1- KS4

Tier 1 & 2 Seasons for Growth Bereavement UK 8 week peer support, using Wordens model of grief.

To help pupils manage loss and significant change (e.g. bereavement or, divorce)

KS1-KS3 Tier 1 & 2 LifelinesTaMHS team

1-1 support with grief work Enable young people to move forward following grief

KS1, KS2, KS3

Tier 2 Nurture Group(Boxall profile measure)

Priorslee campus Classic and adapted nurture groups

Curriculum based sessions for small groups of vulnerable pupils 

KS1-3 Tier 1 Relax Kids and Chill Skils

ZJT consultancy Relaxation skills that can be delivered to small groups or whole class

To raise awareness of the importance of relaxation and learning strategies of how to relax.

Classic nurture groups

‘The school's own nurture group provides pupils with excellent opportunities to work and play in a calm, relaxing atmosphere’

Outdoor Nurture Group

“using the outdoor environment to stimulate pupils' interests, especially those of boys, is having a positive impact on motivating pupils to learn and raising achievement”

Outdoor nurture groups

Relaxation garden

“The 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 learners”

Relaxation garden

Year 7 boys self esteem group

Positive 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 5’s and over 16’s