Addressing Mental Health and Emotional Wellbeing through Primary PSHE Education

Transcription

1 Addressing Mental Health and Emotional Wellbeing through Primary PSHE Education 27 th & 28 th February 2017 Karen Summers PSHE Association Subject specialist 1

2 Intended learning outcomes To understand the role of PSHE education in teaching about mental health and emotional wellbeing To be able to incorporate teaching mental health and emotional wellbeing into my school s schemes of work To understand best practice principles in relation to preparing for and teaching MH and EW To signpost resources to support this teaching 2

3 Shared ground rules Everyone has the right to be heard and respected. The conversation stays in the room. We will use language that won t offend or upset other people. We will use the correct terms and if we don t know them, we ll ask the teacher. We will comment on what was said, not the person who said it. We won t share our own, or our friends, personal experiences. We won t put anyone on the spot. We won t judge or make assumptions about anyone. We have the right to pass. 3

4 Mental Health? 4

5 Mental health a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. World Health Organisation 2014 Mental health problems can affect the way you think, feel and behave. They affect around one in four people in Britain, and range from common mental health problems, such as depression and anxiety, to more rare problems such as schizophrenia and bipolar disorder. A mental health problem can feel just as bad, or worse, as any other physical illness only you cannot see it

6 One-in-four adults and one-in-ten children experience mental illness during their lifetime, and many more of us know and care for people who do. NHS England In order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy. There are a variety of things that schools can do, for all their pupils and for those with particular problems, to offer that support in an effective way. Mental health & behaviour in schools DfE, March

7 Emotional wellbeing? 7

8 There is no one definition of wellbeing, but it is considered to be an over-arching concept concerning the quality of people's lives Public Health England Recognising the importance of good relationships and defining new ways of developing and maintaining strong social connections are integral to our wellbeing as a nation Mental Health Foundation (Relationships in the 21st century: the forgotten foundation of mental health and wellbeing) Although the term well-being is used in varying contexts to mean rather different things, there is a broad consensus that it refers to the quality of peoples lives The Good Childhood Report,

9 Setting the scene 1. In 2013, 80,000 children and young people in the UK were assessed as being clinically depressed; what percentage were under 10 years of age? 2. Guess the age: 1 in 4 girls aged? years has tried to lose weight at least once 3. What would you estimate the financial cost to the UK of mental health problems? 4. How many calls does Childline receive per day about suicide? 5. Guess the ratio: 1 in? Children and young people are likely to have a mental health problem in any one year 9

10 Answers 1. In 2013, 80,000 children and young people in the UK were clinically depressed; what percentage were under 10 years of age? A: 10% 2. Guess the age: 1 in 4 girls aged? years has tried to lose weight at least once A: 7 years 3. Estimated cost to UK of mental health problems? A: Between billion a year/4.5% of GDP 4. How many calls does Childline receive per day about suicide? A: 53 calls 5. Guess the ratio: 1 in 10 Children and young people are likely to have a mental health problem in any one year 10

11 Safeguarding knowing how to keep self & others safe in different contexts Prevention through developing protective factors PSHE education s role in MH/EW Harm reduction & enabling help-seeking (may increase disclosures) Reducing stigma Relevant & meaningful 11

12 And what is not PSHE s role? 12

13 What protective factors (skills & essential attributes) can PSHE help to develop? 13

14 Preventative and protective learning Skills and strategies e.g. Ability to recognise, name, describe and understand a range of emotions Communication skills Healthy coping strategies Assessing and managing risk Decision making and problem solving Strategies to access support for self/ others Ability to manage/reframe failure/manage change Knowledge and understanding e.g. The link between physical and mental health and emotional wellbeing The concept of a mental health spectrum The nature of mental illness, especially commonest issues in adolescence What support is available Personal attributes e.g: Self-confidence Resilience Self-esteem and sense of own uniqueness Empathy Growth mind set 14

15 What other factors may impact on pupils MH? 15

16 Some factors impacting on pupil s mental health Fear of failure: schools report an increase in EW issues in year groups facing public exams Bullying: A key trigger / key maintaining factor trying to overcome difficulties in face of teasing/hurtful behaviour Body Image: A concern amongst children and young people, regardless of gender The online environment: Pupils see little or virtually no division between the on and off line worlds, relationships online, FOMO (fear of missing out) Sexual pressures: Ready access to pornography pressure to look and behave in a certain way, expectations of relationships 16

17 Common triggers for unhealthy responses? 17

18 Some common triggers for unhealthy responses Family relationship difficulties Peer/friendship relationship difficulties Trauma: a bereavement, being involved in an accident or suffering abuse etc. will leave a pupil feeling vulnerable and in need of support; difficult times of year such as anniversaries Illness in the family: can put huge pressure on a pupil who is often likely to take on some form of caring role Transition to a new school School work pressures, tests Trouble at school or with other agencies Being exposed to unhealthy coping strategies through family, media or friendships 18

19 Building safety MH & EW into our PSHE schemes of work 19

20 An effective PSHE long term SoW: is matched to pupils needs: 1. those they share with all pupils 2. those specific to your school, community, local area Take into account: 3. Local authority health data: Joint Strategic Needs Assessment 4. Chimat data 5. Your knowledge Healthy Schools Survey provementgrants/pages/stage1.aspx 20

21 To recognise that they may experience conflicting emotions & when they might need to listen to their emotions or overcome them Extend their vocabulary to enable them to explain both the range & intensity of their feelings to others How their behaviour affects other people Pupils should have the opportunity to learn Recognise and respond appropriately to a wider range of feelings in others That other people s feelings can be hurt To recognise how others show their feelings and how to respond About good and not so good feelings To communicate their feelings to others 21

22 Track a spiral.. Track a spiral: Managing stress/worry Dealing with change Dealing with hurtful behaviour What else? 22

23 Educate rather than instruct Protect Distance Prepare 5 steps Support 23

24 1 Prepare 24

25 What could happen? Pupil gets upset Disclosure Trigger behaviours 25

26 Ground rules / class contract Create a safe teaching and learning environment Teaching MH & EW safely and confidently 26

27 Preparing to teach about MH & EW Be familiar with school policy in case a pupil causes concern/makes a disclosure Alert teaching, non-teaching and pastoral colleagues (and parents where appropriate) Discuss pupils known to be vulnerable with relevant staff & parents to ensure support before and after Have a plan for supporting in case of distress Ensure ground rules are negotiated and re-visited frequently* Include the right to pass/no personal stories 27

28 2 Protect 28

29 Be aware of vulnerable pupils (as far as possible) and keep them in mind Assume at least one or more in any class is vulnerable 29

30 Supporting students known to be vulnerable 1 Give students a heads up (share lesson content?) 2 Invite input what do peers need to know? 3 Possibility of withdrawal OR exit plan 30

31 Ground rules or class contract Create a safe teaching and learning environment Encourage questions & handle them safely/ Use of language 31

32 Invite questions before, during and after the lesson Allow to anonymously submit questions before and after (or as part of) the lesson. This will allow you to prepare answers and will allow them to ask questions they feel unable to own in front of peers. Never be afraid to buy time.. That s a really important/interesting/complex question. I need to have a think about how best to answer it fully. I ll come back to you after lunch/next lesson. 32

33 Use of language Remind pupils to take care in their use of language in and beyond MH lessons Vocabulary that is inaccurate, inappropriate or offensive should not be used Many words surrounding MH have negative connotations or may be misunderstood by pupils Correct language/vocabulary helps to inform beliefs, perceptions, values, attitudes 33

34 3 Educate (rather than instruct) 34

35 Review all lesson content to ensure it does not provide a how to guide or inspiration for vulnerable pupils. 35

36 Where & how to find support How to be a good friend WHAT? What to teach Dispel myths WHY? WHEN? 36

37 4 Distance 37

38 Ground rules / class contract Create a safe teaching and learning environment Distance the learning 38

39 Imagine someone of about your age who lives near you and goes to a school just like ours Stories/scenarios/case studies Dialogue film clip Puppets Photo Diary Review all content for similarities to students in your class (name, appearance, story) 39

40 Landon feels like his whole body is made of lead. When his alarm goes off, he ignores it and waits until his Mum shouts at him. When he is awake he feels tired all the time. He used to really enjoy playing football and playing computer games with friends, but now he just can t be bothered. He can barely talk to anyone. He feels he has nothing to say and his Mum says that he won t do well in his SATs if he carries on like this. He doesn t enjoy school anymore and frequently has stomach ache and feels sick. In his most recent mock SATs he didn t do very well and his teacher said he needed to spend more time revising. He feels sad all the time and is dreading moving onto secondary school as his sister says he will have to do tests most weeks.

41 2 1 What warning signs might Think about how Landon might feel at different points in a typical school day. What would be the good bits and bad bits why? Landon s friend have spotted? What could his friend do next? 3 His friend decides to try to help him how might the conversation go? Think about how Landon feels & how his friend feels about this conversation 41

42 5 Support 42

43 Ground rules / class contract Signpost support Create a safe teaching and learning environment Distance the learning Encourage questions & handle them safely/use of language 43

44 Signposting support HOW to access support What do you already do? WHY to access support WHAT will happen if they do Activity: Not Now Bernard 44

45 Signposting support to families www. barnardos.org.uk Some useful organisations

46 Looking at MH lesson plans. What examples can you see of best practice principles? (prepare, protect, educate, distance, support) Any we didn t mention? What ideas would you take from this? What would you do differently? 46

47 Quick reminder the process of assessment Use AfL to promote learning Measure where they ve got to What needs to be learnt next? Assess their starting point 47

48 He runs and keeps healthy by watching what he eats, and plays football He is well because he checks every day and if he's poorly he stops but not the diet Baseline assessment Ben s ideas before 48

49 Summative assessment where they ve got to 49

50 Ben s ideas after likes taking part exercise sleeps a lot eats fruit and veg 5 a day does aerobics doesn't smoke tried to always go outside drinks 2 litre every day Which ones particularly support Ben s mh & ewb? always goes on his bike has chocolate once a week he's active does lots of exercise only spends 1 hour on computer games a day no junk food watches what he eats takes appropriate risks 50

51 Assessing skills and understanding an increase in knowledge: Before I only knew, now I also know an increase in understanding: I always knew but now I can see how it connects to and now I can see how I could use this in my life a change or reconfirmation of a belief: I used to feel but I now feel a richer vocabulary: Before I would have said... but now I can say 51

52 Assessing skills and understanding increased competence in skills: Before I didn t how to but now I know how to new strategies acquired: Before I wouldn t have known how to but now I know new/more effective ways to an increased confidence: Before I could/would say and do but now I feel I am able to say and do changed and challenged assumptions: Before I thought that but now I realise that was just a myth or a stereotype 52

53 Lesson Planning Year 1 Learning objectives: To learn about change and loss e.g. starting school, a new baby brother/sister, moving to a new class About the feelings associated with change or loss Year 1 Learning outcomes: Talk about different kinds of loss that they or others may have experienced Describe how people behave when they lose things Talk about how losing things can make people feel Talk about what they can do to be kind to others who may be feeling unhappy about a change or loss Year 6 Learning objective: About particular losses that may occur in family settings Year 6 Learning outcomes Identify a range of changes in people s lives that can cause feelings of grief and loss Explain the process of grieving and how grief is expressed Identify how others may be supported Describe or demonstrate strategies that can help them manage feelings of loss 53

54 Ending a lesson Suitable activities to end on? 54

55 Key messages relay! 55

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57 Lesson plans 57

58 Resources to support teaching and learning in MH/EW Body Image in the Primary School A book for schools to use in the primary setting with practical, easy to follow lessons plans to promote pupils body confidence and selfesteem. Creating a dementia friendly-generation Alzheimer s Society resource: Lessons and guidance for key stages 2 and 3 that focus on the issues surrounding dementia including common misconceptions and misunderstandings. Keys to Happier Living Toolkit Resource for teachers to support pupils to learn, develop & embed core skills for improving their ewb & reslience Media Smart (UK) Lesson plans & guidance for 9-11 year olds body image, emotional resilience

59 Taking care of you But also: Support from colleagues managing disclosures Confidence training/share planning/support from more experienced colleagues Being in the best place when teaching 59

60 Head What did the session make you think about? Bin What will you no longer carry round with you? (concerns, worries, thoughts, fears, anxieties Heart How did the session make you feel? Hands What are you going to do or change because of this session?

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