1. Children and Young People’s Emotional Wellbeing and Mental Health Conference 10 th October 2012

2. School and Community based services – The local picture By Mike Simons, Jan Pawlikowski / Georgia Adams

3. Targeted Mental Health in Schools Programme 2011 - 14 Mike Simons – Specialist Senior Educational Psychologist – Mental Health & Countywide Lead for Northamptonshire TaMHS Georgia Adams – Education Entitlement Officer – Mental Health Jan Pawlikowski – Specialist CAMHS Advisor And John – age 4 years whose just starting school. 3

4. ‘Drawing and Talking’ KS1-4 Emotional Health / Wellbeing Team – to support students in KS3&4 Home-Focused Practitioner Trained in ASD, 123 Magic, Solihull Approach Parenting CBT based Group Work e.g. ‘Growing Optimism’ or ‘RESPECT’ Support for child experiencing Loss, Bereavement, Separation, ADHD, ASD, Self- harm & Domestic Abuse Peer Support KS1&2 Peer Mentoring KS3&4 Building Resilience thru: ‘Zippy’s Friends’ KS1 ‘FRIENDS’ KS2/3/4 Whole-School Behaviour Management Approach e.g. 123 Magic County PSHE Prog inc SEAL. Healthy Schools Anti Bullying Shoe Box & Mental Health Handbook Headteacher & Staff Well- being Programmes Peer Massage or Relaxation Techniques Solihull Approach & or Protective Behaviours Solution Focused Approach Mental Health Team or Lead Person in School Parent Engagement – Best Practice More Targeted Programmes or Support - Wave 3 focused Targeted Programmes or Support - Wave 2 focused Universal Programmes or Support- Wave 1 focused Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People Essential Foundation Programmes & Approaches Essential Underpinnings for work with children As informed by Northamptonshire Building-Blocks of Provision for Building Mentally Healthy Schools in Northamptonshire Targeted Mental Health in Schools Children’s Workforce Core Competencies (from DCSF, ECM 2005) Sept 2012 For further info see TaMHS Documents at www.northamptonshire.gov.uk/shoebox www.northamptonshire.gov.uk/shoebox Family SEAL Well-Being Wheels

5. Targeted Mental Health in Schools Programme 2011 - 14 5 Outcomes from project phase 2009-11: - Improved Mental health Improved School attendance Fewer School Exclusions Increased Attainments For evidence base, and all info re accessing TaMHS, go to www.northamptonshire.gov.uk/shoebox www.northamptonshire.gov.uk/shoebox

7. ‘Drawing and Talking’ KS1-4 Emotional Health / Wellbeing Team – to support students in KS3&4 Home-Focused Practitioner Trained in ASD, 123 Magic, Solihull Approach Parenting CBT based Group Work e.g. ‘Growing Optimism’ or ‘RESPECT’ Support for child experiencing Loss, Bereavement, Separation, ADHD, ASD, Self- harm & Domestic Abuse Peer Support KS1&2 Peer Mentoring KS3&4 Building Resilience thru: ‘Zippy’s Friends’ KS1 ‘FRIENDS’ KS2/3/4 Whole-School Behaviour Management Approach e.g. 123 Magic County PSHE Prog inc SEAL. Healthy Schools Anti Bullying Shoe Box & Mental Health Handbook Headteacher & Staff Well- being Programmes Peer Massage or Relaxation Techniques Solihull Approach & or Protective Behaviours Solution Focused Approach Mental Health Team or Lead Person in School Parent Engagement – Best Practice More Targeted Programmes or Support - Wave 3 focused Targeted Programmes or Support - Wave 2 focused Universal Programmes or Support- Wave 1 focused Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People Essential Foundation Programmes & Approaches Essential Underpinnings for work with children As informed by Northamptonshire Targeted Mental Health in Schools Children’s Workforce Core Competencies (from DCSF, ECM 2005) Sept 2012 For further info see TaMHS Documents at www.northamptonshire.gov.uk/shoebox www.northamptonshire.gov.uk/shoebox Family SEAL Well-Being Wheels Building-Blocks of Provision for Building Mentally Healthy Schools in Northamptonshire

8. The Wellbeing Wheel An interactive, bespoke resource, supporting wellbeing.

9. A PROCESS NOT JUST A PRODUCT Staff, families and children are engaged with sharing solutions to solve wellbeing concerns. Staff training, developing a tracking system Working with children/parents/carers to collect ideas Targeting vulnerable children with ‘Individual Wellbeing Plans’.

10. The Wellbeing Wheel? Inclusive,adaptable and personalised. Promotes a range of strategies bespoke to the setting. Engages children, valuing their ideas, providing pupil voice and ownership. Encourages independence and builds resilience. Stimulates communication and positive problem solving.

11. geadams@northamptonshire.gov.uk Georgia Adams Education Entitlement Officer for Mental Health Educational Psychology Services Learning Skills and Education N.C.C

12. ‘Drawing and Talking’ KS1-4 Emotional Health / Wellbeing Team – to support students in KS3&4 Home-Focused Practitioner Trained in ASD, 123 Magic, Solihull Approach Parenting CBT based Group Work e.g. ‘Growing Optimism’ or ‘RESPECT’ Support for child experiencing Loss, Bereavement, Separation, ADHD, ASD, Self- harm & Domestic Abuse Peer Support KS1&2 Peer Mentoring KS3&4 Building Resilience thru: ‘Zippy’s Friends’ KS1 ‘FRIENDS’ KS2/3/4 Whole-School Behaviour Management Approach e.g. 123 Magic County PSHE Prog inc SEAL. Healthy Schools Anti Bullying Shoe Box & Mental Health Handbook Headteacher & Staff Well- being Programmes Peer Massage or Relaxation Techniques Solihull Approach & or Protective Behaviours Solution Focused Approach Mental Health Team or Lead Person in School Parent Engagement – Best Practice More Targeted Programmes or Support - Wave 3 focused Targeted Programmes or Support - Wave 2 focused Universal Programmes or Support- Wave 1 focused Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People Essential Foundation Programmes & Approaches Essential Underpinnings for work with children As informed by Northamptonshire Building-Blocks of Provision for Building Mentally Healthy Schools in Northamptonshire Targeted Mental Health in Schools Children’s Workforce Core Competencies (from DCSF, ECM 2005) Sept 2012 For further info see TaMHS Documents at www.northamptonshire.gov.uk/shoebox www.northamptonshire.gov.uk/shoebox Family SEAL Well-Being Wheels

13. ‘Drawing and Talking’ KS1-4 Emotional Health / Wellbeing Team – to support students in KS3&4 Home-Focused Practitioner Trained in ASD, 123 Magic, Solihull Approach Parenting CBT based Group Work e.g. ‘Growing Optimism’ or ‘RESPECT’ Support for child experiencing Loss, Bereavement, Separation, ADHD, ASD, Self- harm & Domestic Abuse Peer Support KS1&2 Peer Mentoring KS3&4 Building Resilience thru: ‘Zippy’s Friends’ KS1 ‘FRIENDS’ KS2/3/4 Whole-School Behaviour Management Approach e.g. 123 Magic County PSHE Prog inc SEAL. Healthy Schools Anti Bullying Shoe Box & Mental Health Handbook Headteacher & Staff Well- being Programmes Peer Massage or Relaxation Techniques Solihull Approach & or Protective Behaviours Solution Focused Approach Mental Health Team or Lead Person in School Parent Engagement – Best Practice More Targeted Programmes or Support - Wave 3 focused Targeted Programmes or Support - Wave 2 focused Universal Programmes or Support- Wave 1 focused Mental Health Stigma Programme (MHSP) inc Participation of Children & Young People Essential Foundation Programmes & Approaches Essential Underpinnings for work with children As informed by Northamptonshire Building-Blocks of Provision for Building Mentally Healthy Schools in Northamptonshire Targeted Mental Health in Schools Children’s Workforce Core Competencies (from DCSF, ECM 2005) Sept 2012 For further info see TaMHS Documents at www.northamptonshire.gov.uk/shoebox www.northamptonshire.gov.uk/shoebox Family SEAL Well-Being Wheels

14. Jan Pawlikowski Specialist CAMHS Practitioner/Advisor

15. “I just want to be a really useful engine!” “What’s important; is to be able to is to be able to stand up on your own wheels!” own wheels!” THOMAS TANK ENGINE & TOBY TRAM “QUOTES “

16. TRANSITIONAL ISSUES “Growing Pains”

17. Process / Developing a Well-being Team To Support Young people within School Parents /Carers/Governors informed. Parents /Carers/Governors informed. Students views sought; what the team could help with and ideas for a Name: (No Worries, Listening Ears, Sorted). Students views sought; what the team could help with and ideas for a Name: (No Worries, Listening Ears, Sorted). Staff identified to become a team. Staff identified to become a team. Referral System, Administration and Operations agreed i.e. allocation of cases, appointments diary and record keeping. Referral System, Administration and Operations agreed i.e. allocation of cases, appointments diary and record keeping. Well-being Team is Tailored to the School System/Networks Well-being Team is Tailored to the School System/Networks Training in Listening Skills provided Training in Listening Skills provided Formal Supervision sessions held to develop Skills and provide Clinical Over-sight. Formal Supervision sessions held to develop Skills and provide Clinical Over-sight. Access to further Supervision through CAMHS Consultation Line or CAMHS Surgeries Access to further Supervision through CAMHS Consultation Line or CAMHS Surgeries Additional Training in aspects of Mental Heath Provided Additional Training in aspects of Mental Heath Provided Review and Evaluate Review and Evaluate

18. Erik Erikson (1902-94) 8 Ages of Man Stage 1 – trust vs mistrust (1 st year) Stage 2 – autonomy vs shame and doubt (2-3 years) Stage 3 – initiative vs guilt (4-5 years) Stage 4 – industry vs inferiority (6-11 years) Stage 5 – identity vs role confusion (12-18 years) Stage 6 – intimacy vs isolation (young adulthood) Stage 7 – generativity vs self-absorption and stagnation (middle age) Stage 8 – integrity vs despair (late life)

19. IndustryInferiority Capable of deductive reasoning. Playing and learning rules. Receives encouragement/ positive reinforcement. Experience now includes social environments/ school. Efforts seen as mischievous and mess making. Making mistakes Lack of encouragement and feedback on achievements. Struggles socially, may get left out or can ’ t keep up. Develops a sense of industry over academic achievements and social interactions. Reinforced sense of inferiority. Failures in academic achievement. Sense of inferiority can develop when up against more competent children. Sense of industry can be revitalised by a sensitive/ committed teacher/ helper.

20. Identity Role Confusion Mental and physiological maturity. Develops a multitude of new ways of looking at and thinking about the world. Thinks about ‘ others ’ thinking. Conceives awareness of self against other + & – life experiences. Arrives into adolescence with considerable mistrust, shame, doubt, guilt and inferiority. Integrates early and previous stages experiences and abilities. Develops sexual, vocational and social orientation. Unprepared for a successful adolescence and attaining an integrated psychological identity.

21. The Watershed + YP arrives into Adolescence with a sense of psychological identity of who they are, where they have been and where they are going. -However, they may seek a negative identity through delinquency, promiscuity, alcohol and substance misuse, aggression and violence. - A negative identity may be preferable to having no sense of an identity at all. - Acute, secondary and co-morbid mental health symptoms could also feature.

22. Continuum of Mental Health and Mental Disorders Emotional Well-being Mental Distress Mental Health Disorders Mental Health Problems

23. Continuum of Mental Health and Mental Disorders NORMAL ADOLESCENTS ADOLESCENT TURMOIL RISK & DISTURBANCE Concerned about Body Shape Dietary Chaos Eating Disorder Challenging Authority Minor Acts of Delinquency Persistent Law Breaking Emotional Stress Self-Consciousness Loss of Confidence Depressive Illness Anxiety Exploration Experimentation Risk Taking Self Harm Substances Misuse

24. What factors contribute to our mental health?

25. WHOLE SCHOOL APPROACH Agencies Involvement Safeguarding Commissioned Services Voluntary&Third Sector Communities CYPS (DEVOLVED BUDGETS) QA Traded & Private Company’s Services EH & WB Team SCHOOL ACTION Pastoral Support/IEP Peer Mentor School Nurse School drop-in Service Family Support Worker Inclusion Support SCHOOL ACTION + Education Entitlement Statutory Support CAF/TAF

26. Children & Young People Emotional Well-Being & Mental Health Mild Moderate Severe Universal L1 Targeted L2 L3 Specialist L4 Risk & Resilience, Wave 1,2,3, Interventions TaMHS CAMHS/Surgeries & Consultation Line CAF/TAF LOT’s CIN & Prevention Teams Children and Family Centres Integrated Working Procedures

27. SERVICE CHANGES

28. Four green bottles… and if one green bottle should accidently fall…

29. Challenges or Opportunities? Working Together Creativity Talking with Each Other

30. Mike Simons - Georgia Adams - Jan Pawlikowski