Strengthening mental wellbeing in school communities
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- Terence Simpson
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1 Strengthening mental wellbeing in school communities
2 The Mental Health Foundation: The Mental Health Foundation is working to create a society free from discrimination, where all people enjoy positive mental health and wellbeing. We work to influence individuals, whanau, organisations and communities to improve and sustain their mental health and reach their full potential.
3 Mauri tū, mauri ora Mauri refers to the life force or latent energy found in all things. Mauri tū refers to stability and a sense of space for this energy, and in this context covers both communities and individuals. Mauri ora refers to the unleashing of this energy to actively support and create wellbeing.
4 Mental Health Promotion The process of enhancing the capacity of individuals and communities to take control over their lives and improve their mental health.
5 Mental Health Promotion Mental health promotion uses strategies that foster supportive environments and individual resilience, Mental health promotion shows respect for culture, equity, social justice and personal dignity. (Jobert and Raeburn, 1998)
6 Perth Mental Health Charter The Perth Charter places needed emphasis on the role of health promotion for mental health, taking a step towards the integration of physical and mental health promotion. (
7 What is mental health?
8 Mental health & mental illness: Mental health is often seen as something negative, something to be avoided It is often assumed that if you aren t diagnosed with a mental illness then you must be mentally healthy
9 Discourse: Mental health & physical health (Mahony et al., 2011 p. 52) Health Illness Physical Eating fruit and vegetables Taking regular exercise Strength and flexibility Cancer Obesity Heart disease Mental???? Depression Anxiety Psychosis
10 Mental health The capacity of each and all of us to feel, think and act in ways that enhance our ability to enjoy life and deal with the challenges we face It is a positive sense of emotional and spiritual well-being... (Centre for Health Promotion and Health Promotion Unit, Toronto, 1996)
11 Shift in thinking. (adapted from Keyes)
12 Features of flourishing (Huppert & So, 2009) Core features Additional features Positive emotions Engagement, interest Meaning and purpose Self esteem Optimism Resilience Vitality Self-determination Positive relationships
13 HEI PUĀWAITANGA MŌ TĀTOU KATOA Flourishing for All The MHF is developing an understanding of flourishing (or wellbeing) from a Maori perspective (Blissett 2011). Based on interviews with kaumatua and kuia, a number of differences have been emphasised. the significance of the whenua to flourishing, the need for a positive identity and pride in being Maori, confidently participating in Te Ao Maori including linking to the marae and actively participating in the activities of the hou kainga.
14 HEI PUĀWAITANGA MŌ TĀTOU KATOA Flourishing for All The importance of flourishing as a collective concept: if one of the whanau was not flourishing, then the whanau as a collective was not whole and could not see itself as flourishing. Compared with the wellbeing outcomes of Whanau Ora, the outcome of being economically secure and successfully involved in wealth creation was not expressed as overly significant (Blissett 2011).
15 Research in support of Flourishing Flourishing people live longer, healthier lives, are more at peace with others and are more productive than those who are not flourishing (UK Treasury)
16 Research in support of Flourishing Flourishing individuals have: fewer missed days of work healthier psychosocial functioning lower risk of cardiovascular disease lower number of chronic physical diseases fewer limitations during daily activities lower health care utilisation Keyes, 2007.
17 Dynamic model
18 Five ways to wellbeing
19 Give Your time Your words Your presence
20 Keep learning Try something new. Learn to play an instrument or how to cook your favourite food. Set a challenge you will enjoy achieving.
21 Connect With the people around you. Think of these as the cornerstones of your life and invest time in developing them. Building these connections will support and enrich you every day.
22 Be Active Go for a walk or run. Cycle. Play a game. Garden. Dance. Exercising makes you feel good. Discover a physical activity you enjoy.
23 Take notice Be curious. Catch sight of the beautiful. Remark on the unusual. Notice the changing seasons. Savour the moment. Be aware of the world around you and what you are feeling. Reflecting on your experiences will help you appreciate what matters to you.
24 Five Ways to Wellbeing in Schools
25
26 (In partnership with Community and Public Health)
27 Mental Health Awareness Week 6-12 October 2014
28 Pink Shirt Day
29 References Aked, J., Marks, N., Cordon, C., & Thompson, S. (2008). Five ways to wellbeing. A report presented to the Foresight Project on communicating the evidence base for improving people s well-being. London: New Economics Foundation. Barry M (2009), Addressing the Determinants of Positive Mental Health: Concepts, Evidence and Practice, International Journal of Mental Health Promotion, Vol. 11, 3, Centre for Health Promotion and Health Promotion Unit, Toronto, 1996 Keyes C. L. M. Toward a science of mental health. In S. J. Lopez & C. R. Snyder (Eds.). Oxford handbook of positive psychology (pp ). New York: Oxford University Press. Joubert, N. & Raeburn, J. (1998). Mental health promotion: people, power and passion. International Journal of Mental Health Promotion, 1,
30 Huppert, F. A. & So T. (2009), What percentage of people in Europe are flourishing and what characterises them? The Well-being Institute University of Cambridge Measuring subjective well-being: an opportunity for NSO's, Florence, (Briefing Document for ECD/SQOLS meeting). Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, Blissett W (2011) HEI PUĀWAITANGA MŌ TĀTOU KATOA Flourishing for All Mindnet: Mental Health Foundation New Zealand 12/ Mahony, S., Thompson, S. & Seaford, C. (2011??) Understanding the Barriers to Raising Population Wellbeing. Retrieved June 2014 from
31 Mindfulness in Schools Grant Rix Project Manager
32 Mind-Wandering
33 Foundations of Psychology The faculty of voluntarily bringing back a wandering attention over and over again, is the very root of judgment, character, and will An education which should improve this faculty would be the education par excellence. - William James, Principles of Psychology, 1890
34 2 Components of Mindfulness 1. Maintaining purposeful attention on immediate (present moment) experience 2. Being curious, open and accepting of that experience
35 A jargon free definition Knowing what you re doing, while you re doing it (and going easy on yourself in the process)
36 the practice of giving our full open-hearted attentiveness to what is immediately occurring, physically and mentally, both within and around us
37 An International Movement
38 Benefits for Children (Intl.) Increases the ability to transfer previously learned material to new situations, Improves focus and attention increases creativity and independent thinking, improves knowledge retention decreases levels of test anxiety Mental Health Foundation, 2012
39 Benefits for Children (Intl.) Reduce symptoms of stress, anxiety and depression, increase calmness, improve self-esteem, self-acceptance, selfregulation and sleep quality. Mental Health Foundation, 2012
40 Benefits for Children (Local!) increased calmness, improved focus and attention, enhanced self-awareness, helped with conflict resolution and the development of positive relationships, and reduced stress. Preliminary Pilot Results, 2013
41 Programme Structure LESSON 1: COMING HOME Mind-body balance LESSON 2: HAPPINESS HERE AND NOW Mind-body balance, Two types of happiness LESSON3: EVERYTHING FOR THE FIRST TIME Mind-body balance, Respect (fresh seeing) LESSON 4: ALL THINGS RISING AND FALLING Mind-body balance, Emotion regulation LESSON 5: MOVING STILL Mind-body balance, healthy cognitive functioning LESSON 6: KIND HEART, HAPPY HEART Mind-body balance, Kindness to self, Kindness to others LESSON 7: EVERYTHING IS CONNECTED TO EVERYTHING ELSE Mind-body balance, Interconnectedness LESSON 8: TOUCHING BASE, TOUCHING STILLNESS Mind-body balance, Bringing it all together
42 8 weeks of
43 NZ Curriculum
44
45 2014 Research 2 Studies: 1. The effects of a mindfulness-based intervention programme on the wellbeing of children across a range of New Zealand primary schools (AUT) 2. Testing the effect of a mindfulness-based programme on the wellbeing of New Zealand primary school children: An experimental study (UoA)
46 A Pause for Thought Mindfulness helps us to consider the intent behind our actions
47 What Next? Moving towards a whole-school approach: Mindfulness for parents Professional Development for school staff Supporting teachers to become Mindful Leaders in their school
48
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