Using a resilience model to promote positive mental health in school 31 October 2016 - 6pm start! Ian Macdonald - @IanA_Mac Charlie Waller Memorial Trust

Supporting pupils New KCSIE guidance Support through DSL and school policies What about 'the system'? Developing whole school approaches New KSCIE guidance and link to DSL

MH systems have been based on old adult models and traditionally have been a point of departure for health and education professionals - often with one side making assumptions about the other side's knowledge Either way, the young person is the one left behind Gaps in knowledge, understanding and referral routes can mean YP fall though the system gaps, resulting in more presenting with high levels of need and overloading CAMHS

MH transformation plans are seeking to address this issue and bring services to where YP are at rather than expecting them to fit around the system Some in education are assuming this to mean more is being put on schools However, these changes are more about where a service is delivered rather than whose responsibility it is - and ultimately most YP are 'at' school Bringing services together with the YP at the centre is designed to reduce the gaps for YP to fall through, increase early intervention, and reduce demand on CAMHS

Is resilience about more than just 'bouncing back'?

So what is 'resilience' then? ‘Resilience refers to the capacity of an individual to restore good mental and emotional health following the onset of challenging and adverse situations’ (Mentor ADEPIS, 2015)

So what is 'resilience' then? We can also define academic resilience as ‘students achieving good educational outcomes despite adversity’ (Taylor, Hart & Hove Park School, 2014)

What can indicate resilience? Academic achievement Better behaviour Improved self-esteem Improved health behaviours and choices Better relationships - family, friends, school Improved environments - 'a resilient school' Hard to measure in itself, but we can see the results of improved resilience...

'Ordinary Magic' (Masten, 2005) It's not earth shattering! Refers to simple adaptions to how we work and interact with each other Resilience can therefore mean 'overcoming adversity, whilst also potentially subtly altering aspects of that adversity' (Hart, 2013) Liken OM to principle of incremental gains used by cyclists. Small gains can mean large benefits!

Resilience Framework Key elements are the 5 domains

Resilience framework Daniel & Wassell - often used as a more practical application of an academic version

Resilience frameworks So if we can maximise the impact of each of the domains, we can support CYP to improve their resilience This is where the 'ordinary magic' principle is key Briefly look at each domain and discuss how they can be better supported with 'ordinary magic'

Daniel & Wassell - often used as a more practical application of an academic version

Curriculum development Cross reference current PSHE programmes to reflect how activities are meeting one or more of the domains? If you are changing your PSHE provision, consider organising it under these domains to better reflect a 'life skills' approach? Can we support pupils to recognise how these areas of their lives are being strengthened?

Daniel & Wassell - often used as a more practical application of an academic version

Structured support Consider how pastoral services can use each domain to structure support and early intervention Individual care plans can be co-produced with pupils to strengthen relevant domains Recognise which domains we might not be able to influence Identify key people in school who can help

Secure Base Home life and relationships Where they 'belong' School as a safe place Planning for transitions between the two Social Competence How they function in new situations Managing risky situations Problem solving Coping strategies

Education Realistic achievements Highlighting successes Aspirations Organisation skills Friendships Develop positive relationships Identifying who they can call on when needed Enjoyable!

Positive Values Positive sense of self Taking responsibility for own actions Sticking to boundaries Talents and interests Able to try something new, support in access Fostering interests and things they are good at Positive coping strategies

Commissioning services Use of a chosen model to structure service level agreements Identify measurable outcomes relevant to specific domains? Provides a clear link between work with pupils, parents, and family units

Daniel & Wassell - often used as a more practical application of an academic version

Thank you! Questions, comments, suggestions etc? ian.macdonald@CWMT.org.uk @IanA_Mac