Positive Choices for a Healthy You

Transcription

1 Positive Choices for a Healthy You

2 Atebol Cyfyngedig 2018 All rights reserved. No part of these materials may be reproduced or transmitted in any form or by any means, electronic or mechanical, recording or any information storage and retrieval system, without permission in writing from the publisher. Published in 2018 by Atebol Cyfyngedig, Fagwyr Buildings, Llandre, Aberystwyth, Ceredigion SY24 5AQ Authors: Jodie Foster and Siriol Burford Consultant: Tina Rae, University of East London Production Team: Owain Saunders-Jones (Project Manager); Aled Prys Lloyd (Digital Developer) and Eirian Jones (Editor and Proof-reader) Monitoring Panel: Mark Lancett on behalf of the Welsh Government (Chairperson); Rhys Davies and Elliw Griffiths (Welsh Government); Gwenllian Edwards (Ysgol Glan Clwyd, St. Asaph); Pam Williams (Ysgol Aberconwy, Conwy); Rachel Jenkins (Ysgol Glan-y-môr, Llanelli); Nia MacMillan (Ysgol Uwchradd Llanfair ym Muallt); Dion Thomas (Ysgol Gynradd Peniel, Carmarthen); Lowri Fernandez (Ysgol Glanrafon, Mold). These materials have been prepared by Atebol Cyfyngedig in partnership with thinkplay.tv ltd Part funded by the Welsh Government as part of its Welsh and bilingual teaching and learning resources commissioning programme

3 Positive Choices for a Healthy You by Jodie Foster and Siriol Burford

4 Index Introduction Information for teachers Key concepts References

5 Introduction This resource aims to introduce pupils to the concepts of mental health and wellbeing. The number of children and young people experiencing mental health difficulties is rising nationally and there has been a wealth of research suggesting the importance of early-intervention and resiliency based approaches in order to promote positive mental health for our young people and prevent mental health difficulties. With this in mind, this resource aims to help pupils to understand the importance of good mental health and facilitate the development of their own toolkit of strategies and skills which they can use to support their own emotional well-being and mental health. What do we mean by well-being? Positive well-being considers what makes people feel well and happy. It is not just about the absence of a problem, but focuses upon people being fulfilled and happy with themselves and their lives. What is mental health? Mental health and emotional well-being are very similar terms, they both concern the state of our minds, whether these are healthy or not and how these states affect our views and beliefs about the world around us. We all have mental health, but often this is not talked about or considered as being a key feature of health for everybody. When we talk about mental health, people often interpret the term to relate to problems with mental health and mental illness. Mental health can be considered as a continuum or spectrum that is never static but is always fluctuating. When things go wrong in a person s life, it can affect their mental health and the same is true when things go right. Experiencing good mental health and being well is more than just the absence of mental illness, but is when a person is achieving their full potential and thriving. 1

6 Definitions of mental health There are many perspectives of Mental Health and one definition is: A state of well-being in which the individual realises his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. World Health Organisation ( 2014 accessed from: ) Characteristics of good mental health and well-being A person who is mentally healthy: Is better able to cope with life s challenges and is more likely to be able to bounce back from difficulties and setbacks. Is positive about themselves. Values themselves, lives healthily and has energy. Finds it easier to learn and concentrate Is comfortable with themselves and able to experience a range of emotions without feeling overwhelmed. Has confidence around other people, able to think about the needs and interests of others and able to develop and maintain relationships. 2

7 Information for teachers How to use this resource This resource consists of 8 sessions which aim to teach pupils in Key Stages two and three about well-being and mental health. The resource aims to encourage pupils to take responsibility for their well-being, empowering them to be more resilient in dealing with the challenges they may face. Each session can be delivered as a 45 minute lesson or the activities may be used separately and delivered in shorter time periods, for example during circle time. Each session has an interactive PowerPoint, which presents various scenarios in which four characters find themselves. These characters should set a realistic context for the pupils and help them to understand each topic within the resource. The PowerPoint presentations are editable so content can be changed, added to or reduced to meet the needs and abilities of pupils. Extra images may be added to PowerPoints to support the reading comprehension of pupils, particularly for younger children, pupils with Special Educational Needs or Disabilities and pupils with a different first language. Some activities have an extension task, which may be particularly suitable for pupils who are revisiting the resource or for More Able and Talented pupils. Each session includes a teacher s guide which gives information and insight into the key concepts being discussed. This should be read before delivering the session and it may be edited if necessary. It also provides session delivery guidance including suggested timings, resources, outcomes and objectives of each session. Pupils may also benefit from access to a student handbook, notebook or folder in which to keep all work from the resource. Activities will vary within the resource but much focus is placed upon time for discussion and group work so that pupils can have time to develop their perspectives and apply the topics to their own lives. Many activities involve paired and group tasks, so consideration of the dynamics within your class will need to be considered prior to delivery. Important points to consider Ground rules will also need to be set before beginning to use the resource in order for the thoughts, feelings and beliefs of all pupils to be respected. Perhaps the pupils could be invited to share their ideas of the rules that are important to them and the teacher could remind pupils of these at the beginning of each session. 3

8 It is really important that children are encouraged to think about what is within their power to change in their lives. Research from positive psychology suggests to us that if people reflect for themselves on what they can change, they are more likely to do so. Language used in the resource is from this solution-focused viewpoint, so this is important to consider from the outset in the way you deliver it. It is about reframing ideas positively and moving on from things that have gone wrong to better and positive solutions. It may be helpful to share ideas and information from this resource with parents and carers, so that they understand the work that you are doing within school and can perhaps support by giving similar messages to the children and young people at home. Teachers should be aware that discussion about sensitive topics throughout use of this resource may uncover some difficult feelings for pupils and some may need extra support and time to talk about these feelings. Should any disclosures be made, staff must follow their usual child protection and safeguarding policy and procedure. Preparing to use the resource Teachers should ensure that they have read this teacher information booklet as well as the guidance and session plan before delivering the lesson. Assessing pupil knowledge Session 8 Getting Help involves a task in which pupils create a booklet. The booklet brings together ideas about how pupils can look after their well-being and mental health and requires pupils to use the knowledge they should develop through use of this resource. The template could be used before the first session to gain a baseline assessment of what the pupils know prior to starting work with this resource. When pupils complete this piece of work later upon completion of the sessions, it could be compared with the earlier version to demonstrate their learning. 4

9 Resource aims and outcomes Key areas of learning for Key Stage 2 addressed in this resource include the Personal and Social Education framework in areas of: Developing thinking Identify links between cause and effect. Distinguish between facts, beliefs and opinions. Form personal opinions and make informed decisions. Use appropriate techniques for personal reflection. Developing communication Listen carefully, question and respond to others. Express their views and ideas confidently through a range of appropriate methods. Contribute to class discussions and take part in debates. Health and emotional well-being Take increasing responsibility for keeping the mind and body safe and healthy. Know the importance of personal safety. Feel positive about themselves and be sensitive towards the feelings of others. Understand the features and physical and emotional benefits of a healthy lifestyle, e.g. food and fitness. Understand the range of their own and others feelings and emotions. Moral and spiritual development Explore their personal values. Understand that people differ in what they believe is right and wrong. Understand that personal actions have consequences. Active citizenship Develop respect for themselves and others. Value families and friends as a source of mutual support. Value diversity and recognise the importance of equality. Participate in school life. Understand the importance of democratic decision-making. The benefits of families and friends and the issues that can arise. Situations which produce conflict and the nature of bullying. Preparing for lifelong learning Enjoy and value learning and achievements. Take increasing responsibility for their learning. Working with others Work cooperatively to solve problems. Make and maintain friendships and other relationships. Empathise with others experiences and feelings. Manage different emotions and develop strategies to resolve conflict and deal with bullying. Ask for personal support and advice. Improving own learning Experience various learning styles and recognise the ways in which they learn best. Reflect on progress, identify strengths and weaknesses and set targets for improvement. Apply learning to similar situations within school. Develop practical skills necessary for everyday life.

10 Key areas of learning for Key Stage 3 addressed in this resource include the Personal and Social Education framework in areas of: Developing thinking Use some prior knowledge to explain links between cause and effect. Identify and assess bias and reliability, e.g. evaluate messages from the media. Consider others views to inform opinions and make informed decisions and choices effectively. Use a range of techniques for personal reflection. Developing communication Listen attentively in different situations and respond appropriately. Communicate confidently personal feelings and views through a range of appropriate methods. Express opinions clearly and justify a personal standpoint Health and emotional well-being Display a responsible attitude towards keeping the mind and body safe and healthy. Develop positive attitudes towards themselves and others. Understand the relationship between diet, exercise, and good health and well-being Understand the range of emotions they experience and how to develop strategies for coping with negative feelings. Understand the benefits of accessing different sources of information, support and advice. Moral and spiritual development Develop an insight into their values Show sensitivity to the values of others. Understand what they believe to be right and wrong Understand actions and the moral dilemmas involved in life situations Understand their beliefs in the context of those in society. Active citizenship Develop respect for themselves and others. Value and celebrate diversity and equality of opportunity locally, nationally and globally. Participate in school and the wider community. Preparing for lifelong learning Value their achievements and be committed to lifelong learning. Take personal responsibility for actions and decisions related to learning. Understand their aptitudes and interests in order to make informed choices about learning and future studies. 6

11 Working with others Work both independently and cooperatively. Make and maintain friendships, and begin to negotiate behaviour in personal relationships. Be assertive and resist unwanted peer pressure. Empathise with others. Work both independently and cooperatively. Make and maintain friendships, and begin to negotiate behaviour in personal relationships. Be assertive and resist unwanted peer pressure. Empathise with others. Improving own learning Recognise and develop learning styles to improve learning. Review and reflect on learning and analyse strengths and weaknesses. Apply learning to similar situations within and outside school. Action plan and set targets The session also covers curriculum objectives related to the National Literacy Framework, in areas of oracy, reading, writing. 7

12 Specific session by session outcomes Session Focus Main outcomes 1 Self-worth I understand the importance of my wellbeing and how my choices affect this. I can consider the range of aspects that help me to feel valued in life. 2 Personal strengths I have awareness of my strengths and attributes. I am aware of my self-identity and what makes me unique. 3 Positive relationships I know the impact that relationships can have upon my self-esteem and well-being. I can make positive choices in the relationships I form with others. 4 Emotional well-being and mental health I understand what we mean by emotional well-being and mental-health. I know that people can experience problems with emotional well-being and mental health. I understand what good emotional well-being and mental health means to me. 5 Positive choices I can make positive choices which contribute to my emotional well-being and mental health. I am aware of how social media and lifestyle choices may impact my emotional well-being and mental health in helpful and unhelpful ways. 6 Coping with feelings I can recognise triggers to negative feelings I am aware of the impact of negative feelings on my emotional well-being. I know strategies that I can use to cope with negative feelings. 7 Managing conflict I can recognise situations in which conflict can occur. I understand that conflict can be managed to lead to more positive outcomes. I have awareness of strategies that I can use to resolve conflict. 8 Getting help I can recognise situations in which I need help to manage my emotional well-being and mental health. I have awareness of strategies that I can use to support my emotional well-being and mental health. 8

13 Key concepts The resource is underpinned by psychological approaches, theories and frameworks including: Positive Psychology Solution-focused Brief Therapy Resiliency theory Cognitive-behavioural approaches Following is some information about these approaches, theories and frameworks for your interest: Positive Psychology Traditionally, psychology has focused on treating stress and disorder. Positive psychology focuses on the notion that there is actually more to life than the absence of negativity and it encourages the study of how people thrive. Positive psychology promotes valued experiences: well-being, contentment, and satisfaction (of the past), hope and optimism (for the future) and flow and happiness (in the present) (Ciarrochi et al., 2013, p.4). It considers the development of positive individual traits such as the capacity for love, courage, interpersonal competence, perseverance, forgiveness amongst others (Ciarrochi et al., 2013, p.4). Solution-focused Brief Therapy Solution-focused brief therapy is an approach to psychotherapy which focuses on building solutions rather than solving problems. The emphasis is placed on the individual s current strengths and their hopes for the future. Strengths are then built on to help move towards these hopes. Solution focused brief therapy approaches can be useful when used with young people, in the sense that they can help to develop their sense of personal responsibility, motivation and autonomy. Pupils need to be supported in identifying new and more positive possibilities for their future and also identify both internal and external factors including their own strengths, abilities, qualities, helpful beliefs and supportive relationships. Resiliency theory Resilience can be defined as an individual s ability to cope when faced with adversity or challenging life circumstances. Rutter defined resilience as, An interactive concept that is concerned with the combination of serious risk experiences and a relatively positive psychological outcome despite those experiences (Rutter, 2006). Essentially, it means being able to bounce back, be optimistic and move on from life s difficulties instead of being defeated by them. 9

14 Research into resiliency has been a key area of interest to the mental health field since the 1970s when researchers noticed that positive outcomes occurred for some children despite these children being exposed to risk. Rutter (1985, 1987) argues that resilience is created in a child or young person when risk is reduced through a number of protective factors ; these include the presence of self-esteem and having some measure of success or achievement. It can be difficult to change some of the risk factors which are present in the lives of the young people we work with. As risk factors can be difficult to remove and risks will always be present in life, it is vital that we work with pupils on strengthening their protective factors, including their abilities to reflect on their beliefs, the presence of self-esteem and the ability to be proactive to stress. Cognitive-behavioural approaches Cognitive behavioural therapy is an approach to psychotherapy which focuses on the idea that thoughts, feelings, physical sensations and behaviour are all related. Negative thoughts and feelings can trap individuals in a vicious cycle so that all aspects become negative and unhelpful. By thinking and talking about each small part and how it is connected with the other aspects, pupils can begin to realise their unhelpful thoughts, feelings and actions and change these to more helpful ones. 10

15 References Ciarrochi, J., Kashdan, T. B., & Harris, R. (2013). The foundations for flourishing. In J. Ciarrochi and T. B. Kashdan (Eds.) Mindfulness, acceptance, and positive psychology: the seven foundations of well-being (pp.1-29). California: Oakland New Harbinger Publications. Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, (3), Rutter, M. (1985). Resilience in the face of adversity: protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, Rutter, M. (2006). Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094,