wellbeing and safeguarding 23.10.15
TRANSCRIPT
EV681/2 PGCE PrimaryEV681/2 PGCE Primary
Safeguarding and WellbeingSafeguarding and Wellbeing
Friday 23Friday 23rdrd October, 2015 October, 2015
Teachers Standards
. . . establish a safe and stimulating environment for pupils, rooted in mutual respect
. . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
. . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
Every Child Matters (2003): Every Child Matters (2003): five outcomesfive outcomes
be healthy stay safe enjoy and achieve make a positive
contribution achieve economic
well-being
Who is involved?Who is involved?• childcare settings• schools and colleges• health services• social care• youth services• the police and criminal justice system• the voluntary and community sector• cultural, sports and play organisations
Original focus for inter-professional practicesOriginal focus for inter-professional practices
Safeguarding children and young people Supporting health and wellbeing Responding to barriers to achieving Supporting children and young people in
transition Providing “things to do and places to go to” Providing information, advice and guidance
Continued focus for inter-professional workingContinued focus for inter-professional working
Safeguarding Vulnerable families Specialist, targeted and early intervention
provision Education, health and social care planning Children’s centres, extended schools, hospitals
and community settings
Change of government, changing policy and changing shape of services:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf
https://www.gov.uk/government/publications/working-together-to-safeguard-children--2
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447595/KCSIE_July_2015.pdf
Sharing concerns
‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288)
‘…must be alert to any issues of concern in the child’s Life at home or elsewhere’
(EYFS welfare requirements DfE 2014; p16)
How are you feeling today?
I’m feeling happy!
How do you know you feel happy?
How would someone else know?
Measuring Happiness (Ofsted 2012)
What makes you happy?being safe;being well looked after;being treated with respect and
fairness;being able to make own decisions;stability, and“money can make you happy but not
genuinely make you happy”
"Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.“
http://www.who.int/en/
What is this thing called wellbeing?
An indicator of the child doing well
emotionally; feeling comfortable with
themself
“Wellbeing is a social construct and represents a shifting set of meanings –
wellbeing is no less than what a group or groups of people collectively agree makes
a ‘good life’.”(Ereaut and Whiting, 2008, p1)
Leuven (2005) signals Enjoyment Relaxed Vitality
Openness Self-confidence Being in touch with
self
A scale for wellbeing and involvement
1. Extremely low2. Low3. Moderate4. High5. Extremely high
Children’s society – Good childhood report 2015
‘Relationships are at the heart of children's well being’ (p14)
‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (2014:p4)
https://www.childrenssociety.org.uk/sites/default/files/TheGoodChildhoodReport2015.pdf
Demographics Key findingsAge A gradual decline in overall subjective well-being between the
ages of eight and 14
Gender Slight tendency (not always in evidence) for girls to have lower overall subjective well-being than boys, although gender differences are often nonsignificant when taking other factors into account
Disability Disability Disabled children have significantly lower than average subjective well-being
Ethnicity Little conclusive evidence of variation, although children in some minority ethnic groups may have slightly higher subjective well-being overall and in some domains than white children
Contextual factors
Accommodation type
Children not living with family have significantly and substantially lower than average subjective well-being
Events
Being bullied Children with recent experiences of being bullied have significantly and substantially lower than average subjective well-being. The effect of this factor is greater than the effect of all demographic factors combined
• Children’s Society http://www.childrenssociety.org.uk/
• Anti-Bullying Week is November 16th-20th 2015• Anti-Bullying Alliance http://www.anti-bullyingalliance.org.uk
• Bullying UK http://www.bullying.co.uk/
• NSPCC http://www.nspcc.org.uk/
• Childline http://www.childline.org.uk
• Kidscape https://www.kidscape.org.uk/
• The Diana Award http://www.antibullyingpro.com/
In the UK it is estimated that ten per cent of under-18s have a mental health problem that is severe enough to interfere with their day-to-day life, and half of these will have a clinical diagnosis of a mental health disorder (http://www.boingboing.org.uk/)
Place2Be: http://www.place2be.org.uk/
Young Minds: http://www.youngminds.org.uk/
Boing Boing: http://www.boingboing.org.uk/
CAMHS:http://www.nhs.uk/nhsengland/aboutnhsservices/mental-health-
services-explained/pages/about-childrens-mental-health-services.aspx
What does this all mean in the classroom?
Validating children’s emotions; being a role model
Encourage all children to communicate and discuss how they feel
Use stories, drama, role play and puppets to develop understanding and empathy
Prioritise opportunities to promote secure attachments/relationships
Take into account cultural perspectives on emotions
Refer to supportive materials, e.g. SEAL/SEAD
Listen and look
Kutnick, P. - Two pedagogic worlds:
trust EmotionalVocabulary
Problem solving
1.Supporting peer-peer relations
Working with others http://www.workingwithothers.org
School mechanisms
Policies: anti-bullying, safeguarding…..
Routines – playtime, lunchtimes …… Culture and ethos of school and
class
Good Teacher-Pupil Relationships
Teachers should maintain ‘good relationships with pupils’
(Standard 7 behaviour -DfE, 2011 p.7)
The teacher is of vital importance because the teacher will have an impact, through their emotional responses, on the child’s regulatory abilities.
McLaughlin, 2008.
Good Teacher-Pupil Relationships
‘The most frequently encountered non-family, positive role models in the lives of resilient children were favourite teachers who took a personal interest in them…’ Howard et al. (1999, p. 313)
Bruce Johnson (2008) Teacher–student relationships which promote resilience
Being available Showing an interest Listening Teaching the basics Being positive Intervening Being human-connecting
The true measure of a nation’s standing is how well it attends to its children – their
health and safety, their material security, their education and socialization, and
their sense of being loved, valued, and included in the families and societies into
which they are born. (Unicef, Report card 7, 2007)