Your Community – Your Say 1 “2 b me” Project. Targeted Mental Health in Schools. Georgie Doherty, “2 b me” Project Team Leader Karen Smith, CaMHS Outreach Worker Georgie Doherty, “2 b me” Project Team Leader Karen Smith, CaMHS Outreach Worker

Your Community – Your Say 2 For children: The evidence is clear that children learn better and achieve more when they are feeling mentally secure and healthy, and have the skills to deal with emotional challenges. The incidence of mental health problems has increased since the 1970s – but we know more about how to address these difficulties. The sooner problems are dealt with, the better the outcome is likely to be for the child and family. (The cost to schools and services will also be lower.)

Your Community – Your Say 3 ContextContext Small, relatively poorly resourced authority. Promoting emotional well being one of our three “Be Healthy” Priorities in CYPP. Significant improvements in core CAMHS but lack of tier 2 and 3. IAPTs pilot. Evidence of increasing need. Some good work already – schools and CAMHS Outreach.

Your Community – Your Say 4 For schools: There is much work underway to promote social and emotional skills and wellbeing in schools. Many schools say they would appreciate further help and support on mental health issues, and better access to therapeutic services for children with mental health problems. Closer working with CAMHS and other support services will help schools provide quicker and more coherent mental health support as part of a broader range of extended services.

Your Community – Your Say 5 “2 b me” Project in Bury Working with three high schools with 2 associated primaries each and with PLC. £708k from DCSF over three years and £105k local contribution – high schools and CAMHS grant.

Your Community – Your Say 6 For CAMHS: There is a requirement to deliver a comprehensive CAMHS service in every area by As the key universal service for children, schools are important settings for the delivery of universal and targeted work with children.

Your Community – Your Say 7 TaMHS – our model (1) Central project team of manager plus two CAMHS outreach workers with admin support. 1 year post for Education Psychologist (part time) and 6 months of assistant clinical psychologist. Additional member of staff for each high school and PLC – 100% funded by project in 2008/09, 80% in 2009/10 and 60% in 2010/11- schools paying difference.

Your Community – Your Say 8 TaMHS – our model (2) Each school nominates an SMT lead and a school team of staff who have an interest, experience and some time to work with young people. School team supported by EWO, EP and school nurse. Substantial training programme for team and whole school awareness training. Broad range of interventions to be used.

Your Community – Your Say 9 TaMHS – our model (3) More complex cases referred to central team (by a CAF) who will deliver interventions, buy in third sector or refer to core CAMHS (or IAPTs). Level of investment in core team will offer schools very considerable level of additional support. For schools not in project substantial training programme from CAMHS Grant.

Your Community – Your Say 10 TaMHS – our model (4) Multi-agency bid development team morphed into project steering group – meets monthly and reports into CAMHS Strategy Group. Meetings with all schools involved every six weeks. Fully orientated from Nov 2008.

Your Community – Your Say 11 For children’s services: Every Child Matters and the Children’s National Service Framework articulate a vision for integrated children’s services to deliver quicker and more tailored support for children and families. Providing funding to help local areas focus on overcoming some of the historical, strategic and practical obstacles to integrated working between schools and community-based CAMHS will help to deliver this vision.

Your Community – Your Say 12 Key Learning Points Identify and engage schools early. Project development capacity is a key issue both at Authority and school issue. Senior management buy in essential. Tapering funding profile is a real challenge. Think about evaluation and mainstreaming as soon as you can. Be prepared to innovate and fail. Think about the schools not in the project and dissemination.

Your Community – Your Say 13 The specific objectives are to: Develop ways of bringing mental health expertise into schools. Provide evidence-based support to children and families. Provide children and families with more integrated support.

Your Community – Your Say 14 Model of Delivery Wave 1  Effective whole school frameworks for promoting emotional wellbeing and mental health  Quality first teaching of social and emotional skills to all children through SEAL programme  SEAL – related work with families Wave 2 Skills-focused interventions  Small group SEAL for children who need help to develop social and emotional skills Wave 3 Therapeutic interventions  Individual and small group  Complementary to SEAL. Facilitated by external practitioners (working within integrate children’s services) who can train, support and deliver alongside school staff All interventions informed by the evidence available through research and existing practice

Your Community – Your Say 15 How will the project work? Level 1 Support and monitor the wellbeing of children and offer advice to parents/carers. Link into extended schools programme. Compliment SEAL and National Healthy Schools Scheme.

Your Community – Your Say 16 Cont’d……Cont’d…… Level 2 Virtual team of staff. Team made up of staff with background of pastoral or learning support. The school nurse will also be part of the team. A specialist worker will be appointed to all secondary schools.

Your Community – Your Say 17 Cont’d…..Cont’d….. Will deliver slightly higher levels of interventions. Work with small groups of vulnerable children. Carry out individual work with children.

Your Community – Your Say 18 Level 3 Central Team – Project Manager, 2 full time project workers and 2 days per week of an Educational Psychologist. Assessment and support to children with higher levels of need. Identify and refer children to Core CAMHS. Cont’d…..Cont’d…..

Your Community – Your Say 19 What support will schools get? The Central Team will: Organise and help to deliver a comprehensive training programme to the virtual team. Provide individual support and supervision Assessment and individual work with children of the highest need. Referrals to Core CAMHS which can be fast tracked. Develop clear pathways to other services.

Your Community – Your Say 20 Projected Outcomes Improvements in overall mental health. Improvements in the attendance and attainments. Improvements in parents/carer’s abilities and skills in supporting their children. Reduction in rates of exclusions. Reduction of behaviour ‘incidents’ within the school.

Your Community – Your Say 21 Cont’d…Cont’d… Increase in staff knowledge and awareness of children’s mental health issues. Increase in confidence and ability to identify children with mental health problems and to work with those children. Decrease in staff stress levels. The development of a supportive whole school environment for promoting children’s mental health.

Your Community – Your Say 22 What are the main benefits of this project? Active involvement from children, parents/carers and staff. The chance to be a central part of exciting and innovative partnership working. Bury schools will feedback on both a local and national level. Bury will have happier, healthier schools.

Your Community – Your Say 23 Training Programme CSIP Training Programme – Everybody’s Business being delivered to all virtual teams in schools by the central team and CAMHS. Breathworks Mindful Movement Programme being delivered to all schools – including other agencies. Mental Health Awareness workshops for all school staff.

Your Community – Your Say 24 STAKEHOLDER DAY The day was held in a participating school. Brought together staff from all the schools in the project, representatives from health, social care the third sector and young people. Presentations on “2 b me” project, individual projects and drama from a local group of young people. Round table discussions with specific issues to debate.

Your Community – Your Say 25 Hollins Grundy Primary An artist has been engaged to work with children on identifying feelings via facial expressions. This work will culminate in children producing their own ceramic tiles which will be mounted in the school garden. Laptops and camera …..

Your Community – Your Say 26 Unsworth Primary Allotment and nature project to develop the natural environment at the school. Children are being involved in creating and maintaining an allotment along with local community groups. They are also creating play spaces for children of all ages and physical abilities.

Your Community – Your Say 27 Eastward Primary The Tuesday Club. A group for identified children and their parents/carers to promote and improve relationships. The activities will include DIY in conjunction with B&Q and a bedroom design project.

Your Community – Your Say 28 THE ARK The Wednesday Project. Each Primary school in “2 b me” project identified one child at risk of exclusion. They attend the Wednesday Project with a parent/carer/significant adult with the aim of building confidence and self esteem. Activities include drumming, den building, abseiling, canoeing and creative arts.

Your Community – Your Say 29 “2 b me" Project – Bury’s Approach A Baseline Measure of Schools in “2 b me” Project in Bury Emma Harding Educational Psychologist, Bury EPS A Baseline Measure of Schools in “2 b me” Project in Bury Emma Harding Educational Psychologist, Bury EPS

Your Community – Your Say 30 Aims of the study To carry out a baseline measure within 10 project schools prior to the TaMHS project being introduced. Data collection took place during June – July 2008 prior to the introduction of the TaMHS project in the schools and therefore serves as a pre-intervention measure. Findings may be used to indicate level of need and to inform future planning for the TaMHS project. Data may also be used to support later evaluation of the project and to measure any changes in schools.

Your Community – Your Say 31 Key Research Questions 1.How ‘mentally healthy’ are the children and young people in the 10 schools prior to the start of the TaMHS project? 2.What knowledge and awareness do teachers have of issues, initiatives and support services surrounding mental health? 3.How confident and able are teachers in identifying and working with children and young people with mental health problems?

Your Community – Your Say 32 SampleSample Year 5 and Year 8 pupils across all project schools. Year 5 and Year 8 teaching staff across all project schools. Primary PLC teacher and random selection of pupil’s across the primary and secondary PLC settings.

Your Community – Your Say 33 Data collection: Year 5 pupils SDQ = 145 Year 5 pupils NCH Feelings Scale = 142 Year 5 pupils (including 5 primary pupils from the PLC)

Your Community – Your Say 34 Data collection: Year 8 pupils SDQ = 388 Year 8 pupils YP Core = 392 pupils (including 19 pupils from the PLC)

Your Community – Your Say 35 Data Analysis: Pupil self report scales A data base containing pupils’ scores on the 3 self report scales was created using ‘Statistical Package for the Social Sciences’ (SPSS). Mean scores were calculated for: –all pupils in the study across all schools –by school –by year group (school level, Year 5 primary / Year 8 secondary)

Your Community – Your Say 36 Data collection from teachers 1 Teacher self rating questionnaire 8 questions on a rating scale of 1-5 where one was as low as it could be and 5 was as high as it could be. 24 teachers: –8 Year 5 teachers –15 year 8 teachers –1 teacher from the primary PLC.

Your Community – Your Say 37 Data Analysis: Teacher questionnaires A data base was created in SPSS to analyse the data from the 24 teacher self rating questionnaires. Mean scores were calculated for: –all teachers across all 10 schools –by school –by year group (school level, Year 5 primary / Year 8 secondary)

Your Community – Your Say 38 Data collection from teachers 2 Semi structured interviews and focus groups comprising of the same seven questions. Semi-structured Interviews with Year 5 teachers 8 Year 5 teachers via 6 semi-structured interviews 1 teacher from the primary PLC Focus Groups with Year 8 teachers 15 Year 8 teachers via 3 focus groups Focus groups consisted of groups of 6, 5 and 4 teachers. Data from both was audio taped and transcribed to enable thematic analysis of the responses and key themes to be established.

Your Community – Your Say 39 Thanks for listening to us Contacts: