Forum 22 nd January 2020 Welcome 9:00 9:15 Arrival and Event - - PowerPoint PPT Presentation

Schools and Colleges Mental Health Forum

22nd January 2020

Welcome

9:00 – 9:15 Arrival and Event Registration 9:15 – 9:30 Welcome & Introduction Richard Kelly – Director, Healthwatch Herefordshire 9:30 – 10:30 Keynote Speaker: Place2Be – An overview of the services, training and research that Place2Be currently provides. Including work within schools & colleges etc in particular with under 10’s in primary school settings. 10.30 – 10.45 Place2Be Q&A session 10.45 – 11.00 Healthwatch Herefordshire Workshop – Part 1 Identify the services required for under 10’s in Herefordshire 11.00 – 11.30 Break, refreshments, information stands & networking 11.30 - 12.00 Healthwatch Herefordshire Workshop – Part 2 Identify the services required for under 10’s in Herefordshire 12.00 – 12.30 Healthwatch Herefordshire Youthwatch Project What is Youthwatch? What have they been working on? How schools can get involved? 12:30 – 12.45 Event summary, Round Up & Next Steps Richard Kelly – Director, Healthwatch Herefordshire 12.45 – 13.00 Networking

Keynote Speaker Place2Be

An overview of the services, training and research that Place2Be currently provides. Including work within schools and colleges etc. in particular with under 10’s in primary school settings

Place2Be

22 January 2020 Presented by: Ailee Towns

Our work

For 25 years, Place2Be has been providing in-school emotional support to children and young people Since we were founded in 1994, we’ve grown from supporting a handful of inner London schools, to working with over 600 schools nationwide

“My experience as a counsellor working with adolescents gave me the passion to found Place2Be in 1994. I knew that we needed to reach children's problems sooner rather than later so their problems don't grow with them.” Benita Refson DBE

Our mission

.

To improve children and young people’s mental health We believe that no child or young person should have to face mental health problems alone Our teams across the UK passionately support pupils to manage challenges in their lives

Our vision

For all children and young people to have the support they need to build lifelong coping skills and thrive

We make this happen by:

• Providing high-quality mental health services in schools, backed by research
• Building confidence and knowledge in schools to promote a better understanding of

mental health and wellbeing

• Building a mental health workforce that can support children and young people
• Raising awareness of children and young people’s mental health everywhere, from

government to the general public

The challenges

The need for our services grows every day Three children in every class have a diagnosable mental health problem Half of all mental health problems are established by the age of 14 Depression and anxiety amongst teenagers have increased by 75% in the past 25 years

How we help

We provide support early to spot mental health problems before they develop and help children cope with challenges throughout their lives We use an effective therapeutic approach which combines several ways of working We offer a menu of different services, including advice and support for families and school staff, to build resilience and raise awareness of mental health across the whole school community

Using an effective therapeutic approach

Our support allows pupils to express themselves in different ways through talking, creative work and play

Our staff use an 'integrative’ approach which brings together different strands of therapeutic thinking:

Person-centred – helping pupils and family members make the best decisions for themselves Psychoanalytic – exploring how buried thoughts, feelings and experiences shape current relationships Systemic – working with pupils and family members in the context of their relationships and environment

They might also apply aspects of: Cognitive behavioural (helping pupils and family members manage problems by changing how they think and behave) and Solution-focused (helping pupils and family members work towards their own solutions)

Our core principles

Our work is guided by three core principles:

• 1. Building relationships – in the Place2Be room (a

therapeutic relationship based on trust) and outside (positive relationships with others)

• 2. Developing self-awareness – for our mental

health professionals (so they can provide effective support) and clients (to help them manage their emotions)

• 3. Encouraging play – as a ‘language’ for children

and adults that allows them to explore feelings and learn new things Safe and ethical practice is a priority for Place2Be All our mental health professionals are trained in safeguarding processes and procedures We are an organisational member of the British Association of Counselling and Psychotherapy (BACP) and abide by their Ethical Framework for the Counselling Professions

Our evidence base

We monitor the effectiveness of our therapeutic approach by collecting data about the work we do and using it to measure our impact Last year Place2Be supported more than 5,300 pupils through one-to-one counselling - many of these children and young people face challenges which can make it hard for them to focus at school 45% have free school meals; 9% are subject to a child protection plan; 6% are subject to a care order; 28% have Special Educational Needs / Additional Support Needs (SEN/ASN) Last year around 38,000 pupils chose to book our self-referral breaktime support service (Place2Talk) where they talked to one of our mental health professionals about friendship problems and difficult emotions like sadness and anger

Joe's story - coping with stress

Seven-year-old Joe was struggling in school after his parents separated and he didn’t see his dad anymore. Seeing a counsellor helped him adapt to change and talk openly about how he was feeling. At age seven, Joe’s parents had separated, and he didn’t see his dad anymore. Joe’s uncle was a big part of his life, but he was in and out of prison. Joe was easily distracted and struggled to sit through lessons. His behaviour was challenging for teachers, and when he felt stressed he would often run out of class, hide under a table, shout at people and throw things. Joe was referred to one-to-one counselling but struggled to sit through his sessions. Joe’s counsellor set a clear structure and routine for when they met, with an introduction at the beginning and “check out” at the end, which helped Joe feel settled. He played with the toys more calmly and especially liked the plastic food

• set. He prepared elaborate feasts each week, painstakingly arranging all the dishes only for the expected

guests – his family – not to arrive. As he gradually felt safer in this new environment, Joe began to talk more

• penly about his feelings. He now engages with activities, responds in a better way to his teacher, and has

made friends. He also finds it easier to adapt to change. And for the first time recently, he sat down to "eat”

• ne of his feasts, rather than letting it go to waste.

MENTAL HEALTH SUPPORT IN SCHOOLS

Mental health support in schools

Each school has a dedicated Place2Be mental health professional who is an integral part of the school team They work closely with pupils, families and staff to improve emotional wellbeing and provide mental health support for the whole school We collect data to measure our impact on mental health in schools - this helps us to review and improve our in-school support

Assessment and Formulation

A&F

No further action 1:1 counselli ng Group counselli ng The Art Room A Place for Parents Parent Partnersh ip Consult with EP A Place2Thi nk Referral to external agency

To ensure appropriate interventions for pupils we:

• Use the Strengths & Difficulties Questionnaire (a

clinical tool used with teachers, parents, secondary aged pupils)

• A Child Voice Form (to set goals for therapy)
• Gather information about the child and family
• Obtain consent (from the child and parent)

The above is used to formulate what the best intervention is and then the intervention is allocated

Group work - Journey of Hope

A child-centred, strengths- based approach to provide CYP with positive resources to understand and cope positively with emotions caused by challenging life circumstances they may be concerned about or traumatic situations that they have experienced

• Supports children to express

what they are dealing with and to identify positive coping mechanisms

• Delivered over 8 sessions

focussing on building children’s resilience to support the recovery process (10 per group)

• Can be used as a general

resilience tool and in supporting children after a traumatic event

Impact on children and young people

After one-to-one counselling with Place2Be, parents tell us that:

80% of pupils with the highest level of need show an improvement in wellbeing; 75% of pupils show an improvement in friendships; 74% of pupils show an improvement at home

Teachers tell us that:

68% of pupils caused fewer problems in class; 62% of pupils found their difficulties had less impact on their learning

Our follow-up study found that children and young people continue to benefit from these improvements one year later:

88% of pupils maintained no/moderate difficulties one year after counselling according to their parents; 82% of pupils maintained no/moderate difficulties one year after counselling according to teachers

Impact on families

Last year we ran 14,200 guidance sessions for parents and carers (Parent Partnership), helping them understand and support their child We also provided one-to-one counselling for more than 645 family members – 85% showed an improvement in their wellbeing

Feedback from service users

"I like coming here, I get to express myself" (Year 5

5 child hild in n one ne-to to-on

• ne counselli

lling)

“Thank you so much for helping me get through this year, I could not have done it without Place2Be” (Year 9

9 chi hild ld)

“It's been very helpful. I've been more confident in myself and now know who to talk to”

(Secondary y student)

“I can feel the difference in counselling and how it has helped me understand my feelings a lot better. I understand now when people say, “wait a minute, I’m just trying to figure out my emotion”. I never understood that before.” (Par

arent in n one ne-to to-one coun

• unselli

lling)

School Staff - Liam's story

“Place2Be has become part of the fabric and life of the school. Children trust the orange and yellow logo, and when they post their slips in the box in their classroom, they know their concern will be taken seriously, and that they can talk to an adult about what’s on their mind. My teaching colleagues benefit greatly from having trained professionals on site each week, building up a deeper knowledge of mental health needs and how best to manage them. After some initial doubts, families have engaged with the service, convinced by the positive impact on their children as well as the professionalism with which the counsellors conduct themselves. Almost two years on from the service starting, families and children see it as an important part of our work and essential to living our ethos. We take children’s mental health as seriously as we take healthy eating and high- quality education. We are now in a better position to perform against raised academic standards, and at the same time increase the likelihood of having a generation of children who look back on their formative school years with happy memories.”

SERVICES FOR SCHOOL STAFF

Mental Health Champion Programmes

School Leader Programme

• Leadership of mental health across the

school

• Child development, attachment theory,

neuroscience & adverse childhood experiences

• Building relationships with all stakeholders;

from consultation to supporting wellbeing

• Assessment tools for targeted interventions
• Working with parents & carers
• Effective communication with local CAMHS

Class Teacher Programme

• Introduction to mental health, attachment

theory & the neuroscience of managing classroom behaviour

• Listening skills to support children’s

emotional development & wellbeing

• Boosting pupils’ resilience & self-belief
• Working effectively with parents & carers
• Managing your own emotional wellbeing
• Strategies to support children’s emotional

wellbeing & mental health

Specialist mental health consultation service

For

• Head teachers & school leadership teams
• Designated safeguarding leads
• Inclusion leads & pastoral support staff
• Class teachers & newly or recently qualified

teachers

• Support staff, including teaching assistants &

mid-day supervisors

Involves

Solution-focused: empowers staff to identify strategies that are relevant to children’s needs Supervisory: supports staff to process the impact of supporting the mental health needs

• f children in their care

Attachment-oriented: fosters working relationships based on an understanding of what lies ‘behind the child’s behaviour’ Systemic: considers the systems of support for children’s mental health needs within the school setting

Impact on school staff

Last year we held over 16,700 consultation sessions for school staff (Place2Think) to support them with issues such as understanding and managing behaviour, supporting pupils and self-care Over 367 school leaders took part in our Mental Health Champions – School Leader programme…100% of participants felt confident to manage the behaviour of pupils with mental health needs (compared to 69% before) 99% of the 143 teachers who participated in the evaluation of our Mental Health Champions – Class Teacher programme had a high or medium level of knowledge of children’s mental health after training

MENTAL HEALTH TRAINING

Mental Health Training workshops

Our expert-led workshops help teachers, school staff and other professionals to understand children and young people’s behaviour and support their wellbeing

Introduction to Counselling Skills Understandin g Adolescents Understandin g Attachment Growing Through Games Building Confidence with Small Groups Self-belief: Helping Children Thrive Enhancing Staff Wellbeing Coping with Transition Resilience: Wellbeing Without Words workshop

Counselling training and placements

We equip people with the skills and experience they need to support CYP - our child counselling courses, qualifications and placements in schools are informed by over 25 years’ experience delivering mental health services Placements: Every year, around 1,000 skilled counsellors and therapists take up a placement with Place2Be

New to child and young people counselling Qualify as a counsellor Transition from counselling adults to working with children

• Taster Day
• Level 2
• Level 3
• Postgraduate Diploma in

Counselling Children in Schools

• Masters in Counselling Children

in Schools

• Conversion course: Level 4

Certificate in Counselling Children

• Conversion course: Level 5

Certificate in Counselling CYP in Schools

COMMISSIONING AND PRICES

Last few years

• First published

2015

• 123 England

plans focussing

• n the locally led

transformation

• f CAMHS
• CCGs working

with commissioners

Local Transformation Plans

• Published 2017
• Detailed

proposals for expanding access to CAMHS

• Focused on

additional support through schools & reducing waiting times for treatment

Green Paper for transforming CAMHS

• New MHSTs to

develop early intervention models

• Trialling a four-

week waiting times

• The Link

Programme – every school trained & with long term plans

NHS England’s main commitments

• Dec 2018 – 25

MHSTs announced (12 for 4-week waiting times trial)

• Jul 2019 – 57

further sites announced

• End of 2020 –

123 MHSTs to start work

Mental Health Support Teams

Commissioned services examples

Greater Manchester Hackney RBKC (Grenfell) Wandsworth

1 in 10 schools in Greater Manchester to receive mental health support…commissioned by Greater Manchester Health & Social Care Partnership (part of a £134m action plan to help transform mental health in the area) Place2Be: a partner since Mar 18; two phases delivered (MHC training to 150 school leaders from 79 schools & 1:1 counselling with a trained counsellor in 27 primary schools. Phase 3 (Sep 19) delivering training to a further 61 schools and 1:1 counselling in 58 primary schools (27 additional) Five Year Programme with funding from UBS Bank – started Sep 18 and linked to The Bridge Academy (LB of Hackney school)

• Peer Mentoring (4 primaries)
• MHC – School Leaders (10

primaries)

• MHC – Class Teachers (10

primaries)

• 4 feeder schools with a new

Place2Be service

• Parenting counselling (5

schools)

• Theory of Change (over 5

years) Place2Be services have been delivered in Kensington Aldridge Academy since 2014 Place2Be was well placed to provide a trusted and familiar support service in schools after the fire; our provision across the area was scaled up Currently working in 7 schools and across all children’s centres in the North part of the borough Supported by RBKC Council funding since 2017 Delivering services in the LB of Wandsworth for over a decade 19 primary schools with Place2Be in-school services Wandsworth Clinical Commissioning Group (CCG) pays for Parent Counselling and 35% of the annual price of each Place2Be in-school service Schools pays 65% of the annual price of their Place2Be

Effective partnership working

Named contacts across services linked to the school Clear assessment process & CAMHS support timeline is known for Tier 3 CYP in schools Direct communication between the CAMHS worker & Place2Be Formal agreement

• n referral protocol,

criteria & information sharing is in place School, SENCO, CAMHS & Place2Be agree the most suitable intervention for CYP Regular CAMHS & Place2Be referral & information sharing meetings take place CAMHS re-refer to Tier 2 support in school if threshold is not met

Service models and prices

PRIMARY SCHOOL: SCHOOL PROJECT MANAGER (CoPs) Annual Fee (£) 20/21 Fee Per Day (£) 2 days 27,327 13,663 2.5 days 34,214 13,686 3 days 37,711 12,570 3.5 days 41,319 11,805 4 days 44,926 11,231 4.5 days 49,588 11,020 5 days 52,139 10,428 SECONDARY SCHOOL: SCHOOL PROJECT MANAGER (CoPs) Annual Fee (£) 20/21 Fee Per Day (£) 2 days 29,131 14,566 2.5 days 36,414 14,566 3 days 40,159 13,386 3.5 days 44,737 12,782 4 days 48,899 12,225 4.5 days 53,489 11,886 5 days 57,222 11,444 MENTAL HEALTH PRACTITIONER Annual Fee (£) 20/21 Fee Per Day (£) 2 days 23,679 11,839 2.5 days 28,263 11,305 3 days 32,847 10,949 3.5 days 36,550 10,443 4 days 40,254 10,063 4.5 days 43,569 9,682 5 days 46,884 9,377 MENTAL HEALTH MANAGER Annual Fee (£) 20/21 Fee Per Day (£) 1 day 14,535 14,535 1.5 days 21,930 14,620 2 days 28,050 14,025 2.5 days 33,150 13,260 3 days 38,250 12,750 3.5 days 42,585 12,167 4 days 47,430 11,857 4.5 days 52,020 11,560 5 days 56,100 11,220 SCHOOL BASED COUNSELLOR Annual Fee (£) 20/21 Fee Per Day (£) 1 day 10,200 10,200

Children’s Mental Health Week 2020!

Set up by Place2Be, the week shines a spotlight on the importance of children and young people’s mental health This year’s theme is Find your Brave Please help us to raise awareness of the importance of supporting children and young people's mental health during the week:

• Add the dates to your calendar
• Download our free resources
• Sign up for email alerts

https://www.childrensmentalhealthweek.org.uk/

Contact information

Ailee Towns Head of Integration ailee.towns@place2be.org.uk

enquiries@place2be.org.uk

Healthwatch Herefordshire Workshop – Part 1 & 2

Identify the services required for under 10’s in Herefordshire Part 1. What does your school have What does your school need Part 2. What is available the wider community

Healthwatch Herefordshire Youthwatch Project

What is Youthwatch? What have they been working on? How schools can get involved?

Planning What Topics are important to you! Make Recommendations / Ways to communicate them Look at findings and analyse results/informatio n Discuss a plan and skills needed for peer engagement. Engage with Peers WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK5 WEEK 6 Research topics and Questions - Plan what you want to ask Design survey and ways to engage

Event summary, round up & next steps Richard Kelly – Director of Healthwatch Thank you for coming, please leave your feedback form on the way out! Date of next forum: 29th April 2020 9-1pm