Schools in Mind Supporting Mental Health and Wellbeing in Schools: - - PowerPoint PPT Presentation

Anna Freud National Centre for Children and Families

Schools in Mind Supporting Mental Health and Wellbeing in Schools: Engaging with all Parents and Carers

Tuesday 2nd April 2019

Anna Freud National Centre for Children and Families

Welcome and Overview

• f Mental Health &

Wellbeing in Schools Programme

Jaime Smith

Director of Mental Health & Wellbeing in Schools

Tuesday 2nd April 2019

Anna Freud National Centre for Children and Families

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Social Media

Join us on: Twitter Facebook Instagram

@AFNCCF #SchoolsInMind

The Anna Freud National Centre for Children and Families

The Centre has been pioneering better mental health care and support for children, young people and their families for over 60 years. We are the only children and young people’s mental health charity to combine research and innovation, clinical practice, and training and dissemination.

Anna Freud National Centre for Children and Families

Anna Freud National Centre for Children and Families

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• Community campus with a

school at its heart that brings together best people and

• rganisations in:
• mental health
• education and academia
• social care
• neuroscience
• children and families.
• Working in partnership
• AFC-UCL Research Centre
• leading voice influencing national

practice and policy in the field of child mental health.

The New Centre of Excellence

Anna Freud National Centre for Children and Families

Schools in Mind

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A free network for school staff and allied professionals.

• Termly newsletters and events
• Free downloadable resources to support

schools

• Innovative new approaches to support the

mental health and wellbeing of children and young people

• Opportunities for schools to take part in

research

• Opportunities to network with other school

staff interested in wellbeing and mental health

• schoolsinmind@annafreud.org

Anna Freud National Centre for Children and Families

Schools in Mind: Free resources

Anna Freud National Centre for Children and Families

Parent and Carer resources

Anna Freud National Centre for Children and Families

Talking Mental Health animation and teacher toolkit (primary)

We All Have Mental Health animation and teacher toolkit (secondary)

Aims to build on the animation to

• pen up conversations about mental

health, mental health self-care and who to ask for support when it is needed. The resources are aimed at Year 8, but are also suitable for Year 7 and 9. The toolkit includes:

• 1. An assembly plan
• 2. A lesson plan
• 3. Resources to accompany the

above

We all have mental health

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Anna Freud National Centre for Children and Families

Schools in Mind: Expert advice from

• ur Clinicians and Champions

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Anna Freud National Centre for Children and Families

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Education for Wellbeing

Are you a mainstream secondary school?

• Do you want a chance to try out an innovative mental health

approach in your school?

• Could you be part of England's largest research study of

school-based mental wellbeing interventions?

• Find out more and apply:

www.annafreud.org/education-for-wellbeing educationforwellbeing@annafreud.org

Anna Freud National Centre for Children and Families

Schools in Mind training

We can provide tailored training and development workshops to all staff working in schools around

• Promoting the resilience of children and

young people in schools (7th May 2019)

• Talking to children and young people

about their mental health in schools (2nd July 2019)

• How can schools identify and support

children and young people who need specialist support (4th June 2019)

• How to champion a mentally healthy

school (1st October 2019)

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Email schoolsinmind@annafreud.org for more information

Anna Freud National Centre for Children and Families

Mentally Healthy Schools

We all have mental health

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Engaging Parents in a Primary Setting

Sam Eustace Emotional Health and Wellbeing Leader Westerton Primary Academy

Who Are We?

 Mainstream Primary Setting  3 Form Entry + Nursery Setting  708 pupils – 12.5% PP  Increased level of children classed as having SEMH

needs

What Are Our Biggest Challenges?

 A changing and more diverse catchment from the

Westerton of old

 An increasing number of children requiring additional

support alongside a reduced budget

 Engaging the right parents at the right time!

How Do We Engage Parents At Westerton Primary?

SLMT Meet and Greet on the gate / Teachers and LSA Meet and Greet on Year Group entry doors Open Evenings / Welcome Evenings / Parents Evenings / School Galas Nursery Starter Home Visits, Regular Nursery Stay and Play events, New Starter Information evenings / SEN Reviews and Progress Meetings LAC / Kinship / Adopted Parent Support Group, Parent Workshops EHWB Leader makes regular home visits in term and holidays, dedicated phone number for contacting out of term. Recent Parent Gym Training, Share Group run with Learning Mentor, Head Teacher Open Door Policy

Recent Parent Gym Training, Sleep Champion Training, Share Group run with Learning Mentor

EHWB Leader makes regular home visits in term and holidays, dedicated phone number for contacting out of term.

LAC / Kinship / Adopted Parent Support Group, Parent Workshops  Supporting Emotional Literacy Worry and Anxiety  Impact of Video Games in the Classroom  Supporting Anger  Troubles with Sleep

Conclusions

 We still face daily challenges  Meeting the needs of the most vulnerable children in our provision is a fulltime

job

 We do not always get the right Parents at the right time!  Resources that have impact but do not cost the earth are hard to come by!

Information

Slides for the Parent Workshops are available on the school website http://www.westerton.leeds.sch.uk/our-school/send The Children’s Sleep Charity https://www.thechildrenssleepcharity.org.uk/ ParentGym http://parentgym.com/

Shared PSHE Project:

We are looking for a school in Leeds to co-deliver some KS2 PSHE lessons with. My aim is to find a school using, or interested in using, the MindMate lessons and hope to link with a primary that will allow us to send a half class full of children on a minibus to their school for an afternoon, and in return welcome half of the partner school’s children to Westerton. The idea would be to pair up the children for a PSHE afternoon involving activities and teaching surrounding a particular shared topic. The hope is that this connection will improve social skills, interpersonal skills, offer a fantastic opportunity for shared learning and support the children to form new relationships and use their PSHE skills in a different context. It will also be a great chance for collaborative learning for staff.

If you are interested in speaking more about it please do get in touch! eustacs01@westerton.org.uk

Anna Freud National Centre for Children and Families

Stephen Taylor

Specialist parental engagement in alternative provision and mainstream settings

02/04/2019

The Family School London Founding Headteacher

Anna Freud National Centre for Children and Families

Parental engagement context

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• Children living in families where there is domestic violence,

substance abuse, physical or mental ill health are at risk of multiple disadvantages, one often being represented by exclusion from school

• NHS NICE guidelines for the treatment of conduct based disorders

in children recommend parental training

• Parents are difficult to engage in these clinical treatments
• But - For sustainable change, parents have to be better-involved in

school-based programmes designed to help their children improve behaviour and educational attainment with consequent enhanced life chances

Anna Freud National Centre for Children and Families

How does it work?

The Family School ‘Ten’

• 1. Values and relationship based culture and whole school approach
• 2. Core therapeutic competencies for school staff established and

taught

• 3. Formulation driven referral establishing commitment to change

and reintegration

• 4. Systems that sustain ethos: LAMBS, Daily therapeutic debrief
• 5. Multi Family Groups - creating contexts for change
• 6. Parent Learning and Coaching
• 7. Focus on Teaching and Learning
• 8. Executive function based feedback
• 9. Commitment to strengthening Multi agency approach

10.Parents attend and are part of the school!

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Anna Freud National Centre for Children and Families

It seems to be working…

• Attendance
• Student progress
• Sustained reintegration
• Staff retention
• Finance

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Anna Freud National Centre for Children and Families

Innovation Fund – Parent Coaching for Pupil Progress

• To increase constructive parental engagement in Alternative

Provision

• To increase AP staff’s skills and knowledge in the parent

coaching model

• To improve children and young people’s emotional wellbeing

and behaviour

• To improve children and young people’s academic performance

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Anna Freud National Centre for Children and Families

How

• Two day training at The Family School London for 2 PRU / AP staff
• Ten week - (two hours per week) Parent Coaching for Pupil

Progress (PCPP) programmes run by AP staff January 2019 – April 2020

• Six to ten students and parents per PCPP programme
• Staff support and consultation throughout
• Research data collected by researcher for each programme

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Anna Freud National Centre for Children and Families

Curriculum: Key executive function skills for learning and mental wellbeing

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Anna Freud National Centre for Children and Families

Super highway to parent learning

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Anna Freud National Centre for Children and Families

Precision coaching with parents: a family learning model

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Anna Freud National Centre for Children and Families

Smart Gym and CardioWall programmes

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Anna Freud National Centre for Children and Families

Next steps

• Early stages have shown enthusiasm from partner schools and

shone light on challenges in different regional settings

• Data is being collected that we expect to demonstrate the success
• f the project and will contribute to the production of an online

manual

• We will host AP partners at a learning event at the end of the APIF

programme to disseminate findings and plan next steps

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Anna Freud National Centre for Children and Families

Reflective Parenting

Understanding what’s behind a pupil’s difficult behaviour

• Dr. Sheila Redfern

Tuesday 2nd April 2019

Anna Freud National Centre for Children and Families

• Dr. Sheila Redfern

Head of Specialist Clinical Services

A new model of parenting intervention

Anna Freud National Centre for Children and Families

First the bad news… 1 in 8 children have mental health problems in the UK

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Anna Freud National Centre for Children and Families

50% have behavioural problems – 1 in 16

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Anna Freud National Centre for Children and Families

What’s the problem?

• Immediate harm to children’s development, wellbeing,

learning, achievement, family function and peer relationships

• Long term risk to adult mental health, employment,

economic independence, family welfare & crime

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Anna Freud National Centre for Children and Families

The good news….but!

Parenting programmes are an effective intervention (NICE 2013)

• Families often do not get the help they need
• Families often don’t get the help early enough to

make a difference & reduce impact

• Scale of need far out weighs the service capacity

available

• Complicated to set-up and maintain
• Complex referral pathways and stigma

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Have you ever wondered what’s going on in a pupil’s mind?

Anna Freud National Centre for Children and Families

Mentalizing exercise…

Curiosity about minds:

• What is going on in her mind?
• What is going on in your mind when you look at this

little girl?

• What do you think she is thinking and feeling and

how come?

• How come you are thinking and feeling how you are

about this picture?

• What has influenced your thinking?

Anna Freud National Centre for Children and Families

Other people’s minds are opaque

Anna Freud National Centre for Children and Families

Why do this talk to you today?

• The science does not speak for itself!* There is much

theoretical evidence linked to parenting – lets translate this into something you might do with your children every day

• To promote the idea that the parents’ relationship with their

child is important for his development and his mental health

• To give schools access to easily understandable information,

advice and tools, which should help enable you to take a mentalizing stance towards your pupils and help parents to use this to bring about closer connection

• To spread the word about how reflective parenting can help
• To take on board some of these ideas to pass on to parents, so

the theory is operationalized and there is a learnable method to help the parents they work with to be more reflective

* Shonkoff & Bales (2011)

Anna Freud National Centre for Children and Families

Children in Care in the school environment

Physical abuse and neglect can cause perceptual bias in social exchanges

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Anna Freud National Centre for Children and Families

Clips

Permissive parenting – Veruca Salt https://www.youtube.com/watch?v=b9mba2qb9do Mad Men – authoritarian parenting – parent state of mind

https://www.youtube.com/watch?v=b9UT2ie5eMQ

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Anna Freud National Centre for Children and Families

Mentalization

• For children to develop their ability to understand self and
• ther they need a parent that tries to understand them.
• A mind that is able to reflect on what is going on side his
• mind. That does not overwhelm him.
• Babies, infants, children and teenagers need a relationship

with another human who can be emotionally in touch.

• Being emotionally in touch can often be

shown in non-verbal ways – e.g. the look on a parent’s face that reflects back what that parent feels is going on inside their child’s mind

Anna Freud National Centre for Children and Families

Key components of mentalizing…

• Curiosity- about self and others
• Awareness of the impact of affect on self and others
• Understanding that other people’s mind are hard to

read

• Enables us to take different perspectives
• Enables us to build trust as we can understand where
• thers are coming from
• Enables us to develop a coherent narrative about

what is going on

04/04/2019

Anna Freud National Centre for Children and Families

Mentalizing & Arousal

Anna Freud National Centre for Children and Families

How is Reflective Parenting relevant in schools?

• Helping teachers to mentalize themselves helps them to

manage arousal levels when faced with complex children and high levels of emotion in the classroom.

• Teachers can encourage parents to start to be curious

about the meaning of their child’s behaviour rather than just trying to correct it.

• When teachers and school staff use empathic

validation, curiosity and active attention with pupils, they feel better understood and more able to manage their emotions and behaviour.

Anna Freud National Centre for Children and Families

What might Reflective Parenting do for you?

• Mentalizing the self and child leads to greater emotion

regulation in parent and child

• Emotion regulation in children is linked to better managed

behaviour (LESS BEHAVIOURAL PROBLEMS)

• Secure attachment and mentalizing are highly correlated
• It helps children to learn and practice skills in their own

emotion regulation and hence have fewer behaviour problems

• Children have stronger prosocial orientations, more

numerous and higher quality friendships, and higher levels

• f peer acceptance in pre-school
• Behavioural interventions alone might be less successful

without parental sensitivity increasing.

Anna Freud National Centre for Children and Families

The tools of Reflective Parenting (Redfern 2016)

The Parent APP The Parent Map Emotion Thermometer Two Hands

Anna Freud National Centre for Children and Families

References

Cooper, A. & Redfern, S. (2016). Reflective Parenting: A Guide To Understanding What’s Going on in your chlid’s mind. Routledge, Brighton. Doyle, A.B. & Moretti, M.M (2000). Attachment to parents and adjustment in adolescence: Literature review and policy implications. Hughes, D. (2006). Building the Bonds of Attachment (DVD). Produced by Sandra Webb & Lunchroom Production. Joseph, O'Connor, Briskman, Maughan & Scott (2014). The formation of secure new attachments by children who were maltreated, Development and Psychopathology Luyten, P., Kempke, S., & Van Houdenhove, B. (2009). Stress research in psychiatry: A complex story. Tijdschrift voor Psychiatrie, 51 (8), 611-618. Meins, E., & Fernyhough, C. (1999). Linguistic acquisitional style and mentalising development: The role of maternal mind-mindedness. Cognitive Development, 14, 363–380. Fonagy, P. & Bateman, A. (2012) Handbook of Mentalizing in Mental Health Practise

Anna Freud National Centre for Children and Families

References

“Minding the Child: mentalization-based interventions with children, young people and their families.” Ed. Midgley N and Vrouva I, Routledge, 2012. Shonkoff Science Does Not Speak for Itself: Translating Child Development Research for the Public and Its Policymakers. Child Development Special Issue: Raising Healthy Children 82 (1), 17–32). Steele, M., Hodges, J., Kaniuk, J., Hillman, S., & Henderson, K. (2003). Attachment representations and adoption: assocations between maternal states of mind and emotion narratives in previously maltreated children. Journal of Child Psychotherapy 29 (2), 187 – 205.

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