Schools and Colleges Mental Health Forum 22 nd January 2020
Welcome 9:00 – 9:15 Arrival and Event Registration Welcome & Introduction 9:15 – 9:30 Richard Kelly – Director, Healthwatch Herefordshire Keynote Speaker: Place2Be – An overview of the services, training and research 9:30 – 10:30 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 Healthwatch Herefordshire Workshop – Part 1 10.45 – 11.00 Identify the services required for under 10’s in Herefordshire 11.00 – 11.30 Break, refreshments, information stands & networking Healthwatch Herefordshire Workshop – Part 2 11.30 - 12.00 Identify the services required for under 10’s in Herefordshire Healthwatch Herefordshire Youthwatch Project What is Youthwatch? 12.00 – 12.30 What have they been working on? How schools can get involved? Event summary, Round Up & Next Steps 12:30 – 12.45 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: Safe and ethical practice is a priority for Place2Be 1. Building relationships – in the Place2Be room (a All our mental health professionals are trained in therapeutic relationship based on trust) and outside safeguarding processes and procedures (positive relationships with others) We are an organisational member of the British 2. Developing self-awareness – for our mental Association of Counselling and Psychotherapy health professionals (so they can provide effective (BACP) and abide by their Ethical Framework for support) and clients (to help them manage their the Counselling Professions emotions) 3. Encouraging play – as a ‘language’ for children and adults that allows them to explore feelings and learn new things
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 openly 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” one 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 No further Referral action 1:1 to To ensure appropriate interventions for pupils we: counselli external ng agency • Use the Strengths & Difficulties Questionnaire (a clinical tool used with teachers, parents, secondary aged pupils) A Group Place2Thi counselli nk ng A&F • A Child Voice Form (to set goals for therapy) • Gather information about the child and family Consult The Art • Obtain consent (from the child and parent) with EP Room The above is used to formulate what the best Parent A Place intervention is and then the intervention is allocated Partnersh for ip Parents
Group work - Journey of Hope • Supports children to express A child-centred, strengths- what they are dealing with and based approach to provide to identify positive coping mechanisms CYP with positive resources to understand and cope • Delivered over 8 sessions positively with emotions focussing on building children’s caused by challenging life resilience to support the circumstances they may be recovery process (10 per group) concerned about or traumatic situations that • Can be used as a general they have experienced 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
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