Developing Resilience with Emotion Coaching

Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence.

Girl sitting at desk holding head in hands with adult sitting next to her

Setting the scene

Recent UK directives increasingly emphasise the role of educational establishments in preventing mental health problems and promoting wellbeing.¹ Changes to the Ofsted School Inspection Handbook include new reference to pupils’ emotional and mental health.² Indeed, parents have identified teachers as ‘the ones who provided the most help in these situations in comparison with other groups such as family doctor and family friends’.³

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Indeed, the government has recently announced that treatment formental health conditions will be brought into line with other NHS services, offering £120million to improve mental health services.Anna Feuchtwang, Chief Executive of NCB, said in response to this: ‘Thisannouncement sends a clear message that mental health should be treated as seriously asphysical health by the NHS…The peak onset of most mental health conditions is betweeneight and 15 years, and young people tell us that having mental health needs betteraddressed is one of the key improvements they most need.’A recent report from the NCB8 highlighted that suicide is a leading cause of death inyoung people and suggested that many children who died from suicide had not had anycontact with mental health services – again highlighting the importance for schools toplay the lead role in identifying potential health issues.“The governmenthas recentlyannounced thattreatment formental healthconditions will bebrought into linewith other NHSservices, offering£120 million toimprove mentalhealth services.”Vol 5.1 n www.teachingtimes.comMental healthEvery Child Journal58What can schools do?The mental health strategy cited earlier9 sets out an approach for improving mental healthand wellbeing. For children and young people, the overall aims of the mental healthstrategy are to:n improve the mental health and wellbeing of all children and young people and keepthem welln improve outcomes for children and young people with mental health problemsthrough high quality services that are equally accessible to all.A report by the Children and Young People’s Health Outcomes Forum says that schoolsand colleges play an important role in relation to health and wellbeing, and reports thatschools and colleges can:1. Have a ‘whole school’ approach to supporting all pupils’ wellbeing and resilience.This includes both universal approaches (such as developing skills for wellbeing orparental support) and targeted services for children and young people with, or at riskof developing, behavioural difficulties or emotional problems, including behaviouralsupport, school-based counselling and parenting interventions.2. Address bullying. 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Special Needs

Identifying good mental health practice in schools

27 Mar 2015

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However, the World Health Organisation haspredicted that by 2020 depression will be the biggest singledisease burden, costly to individuals, families, communitiesand the economy as a whole through lowered productivity,absenteeism and unemployment.www.teachingtimes.com n Vol 2.5Social Care Every Child Journal17strategies. It is not intended to solve individual problems,but rather to teach skills that can then be used to deal withproblems.The PRP materials cover a range of activities andmethods that build a safe learning environment for childrenand young people to understand their thoughts andfeelings, learn new skills and coping strategies and then topractice them through case studies, role play, investigationand talking games, worksheets all of which are reinforcedthrough homework. The underpinning skill is the A, B, C.This skill involves separating the facts of the situation, what’sactually happened, just facts of the A (Activating event).The B is the interpretation of the situation or our Beliefs.Whether we are aware of it or not we interpret situations, inthe PRP we call this our internal radio station, the thoughtswe have about the A. These interpretations create the C orConsequence, how we feel and how we behave. The C isdriven by the Bs. Here is an exampleThe 18 lessons build on this foundation skill to enablestudents to develop a more sophisticated understandingabout their thinking style and how this impacts both, onhow they feel and what they do. The aim is accuracy andflexibility. If students are able to think more accurately andflexibly about different or difficult situations then they willbe more likely to solve problems effectively, keep thingsin perspective, not give up and enhance their optimismand confidence. 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Special Needs

ecj2.5_p16-20_Social Care_Growing Stronger

14 Dec 2011

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Leadership

Promoting positive mental health in schools

11 May 2015

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      string(6048) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.WHAT WORKS IN PROMOTING SOCIAL ANDEMOTIONAL WELL-BEING AND RESPONDINGTO MENTAL HEALTH IN SCHOOLS?KeywordsSocial,emotional well-being, mentalhealth problems,issues, schools,children,support,cyberbullying,social media,self-harm,undetected,untreatedSummaryThis report by The National Children’s Bureau (NCB), provides advice for schools to bettersupport pupils with mental health issues and to promote well-being as part of school life.Challenges to schools include the misuse of social media and cyberbullying which are identified asmajor causes in the rise in emotional disorders. Self-harm and eating disorders are also increasingwith one in twelve children and young people said to self-harm. Many of these problems can remainundetected and untreated if schools do not take an active role.The framework outlines effective approaches that include professional learning and staffdevelopment; adopting whole-school thinking; and developing robust policies to underpin a supportiveenvironment.The emphasis is on developing a school and classroom climate which builds a sense ofconnectedness and purpose so that all children can thrive. It also highlights the need to promote staffwellbeing and particularly to address their stress levels.The findings identify the triggers that can lead to mental health issues such as: lack of trust;communication and relationship breakdowns; and the possible lack of extended family ties.The framework demonstrates how to engage the whole school community so that pupils feel theirvoice is heard and parents, carers and families feel they genuinely participate, particularly those ofpupils in difficulties who otherwise may feel stigmatised.The research was conducted by Professor Katherine Weare for the Partnership for Wellbeing andMental Health in Schools.Benefits For Schools Of An Evidence-Informed Approach: ■ Academic learning, motivation, and sense of commitment and connectedness with learning andwith school. ■ Staff well-being, reduced stress, sickness and absence, improved teaching ability andperformance. ■ Pupil well-being including happiness, a sense of purpose, connectedness and meaning.Week Commencing 30th March 2015http://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttp://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttp://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The development of the social and emotional skills and attitudes that promote learning, success,well-being and mental health, in school and throughout life. ■ The prevention and reduction of mental health problems such as depression, anxiety and stress. ■ Improving school behaviour, including reductions in low-level disruption, incidents, fights, bullying,exclusions and absence. ■ Reductions in risky behaviour – such as impulsiveness, uncontrolled anger, violence, bullying andcrime, early sexual experience, alcohol and drug use.The Challenge For Schools: ■ 1 in 10 children and young people have a clinically diagnosed mental health disorder and/oremotional and behaviour problems (often the same children) and around one in seven has lesssevere problems that interfere with their development and learning. ■ Anti-social behaviour and conduct disorder affect over five per cent of children, particularly boys,while anxiety and depression affect four per cent. ■ Suicide is one of the three most common causes of death in youth and is now is rising: in 2014there was a 43 per cent rise in the number of young people who admitted attempting suicide,while self-harm and eating disorders are a growing problem.Adopt wholeschool thinking: ■ Use a ‘whole school approach’, which ensures that all parts of the school organisation workcoherently together ■ Provide a solid base of positive universal work to promote wellbeing and help prevent problems ■ Develop a supportive school and classroom climate and ethos which builds a sense ofconnectedness, focus and purpose, the acceptance of emotion, respect, warm, relationships andcommunication and the celebration of difference ■ Start early with skills based programmes, preventive work, the identification of difficulties andtargeted interventions. Work intensively, coherently, and carry on for the long term ■ Promote staff well-being, and particularly address staff stress levels.Prioritise professional learning and staff development: ■ Understand the risk factors to well-being, and help pupils develop the resilience to overcomeadverse circumstances ■ Raise staff awareness about mental health problems and the school’s role in intervening early ■ Base their response on a sound understanding of child and adolescent development ■ Help all pupils cope with predictable changes and transitions, and keep abreast of new challengesposed by"
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Leadership

What Works In Promoting Social And Emotional Well-Being In Schools?

25 Mar 2015

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