Emotional Health and Well Being Informing good choices and decisions

The Programme has existed since 1999. The Healthy Schools Programme (NHSP) is a joint initiative between DCSF and Department of Health (DH) - which promotes a whole school / whole child approach to health. The Programme has existed since 1999. It is recognised as a key delivery mechanism in the Children’s Plan (DCSF 2007) and in Healthy Weight, healthy Lives (DH 2008) – 21st Century White Paper reference. Healthy Schools is intended to deliver real benefits in respect of: Improvement in health and reduced health inequalities; Raised pupil achievement; More social inclusion; and, Closer working between health promotion providers and education establishments We want all children and young people to be healthy and achieve at school and in life. We believe that by providing opportunities at school for enhancing emotional and physical aspects of health. In the longer term, this will lead to improved health, reduced health inequalities, increased social inclusion and raise achievement for all.

Practice A healthy school: Identifies, develops and communicates a positive message and appropriate values in relation to the health and well-being of the whole school community Actively values and promotes the self-esteem of all members of the school community, develops good relationships in the daily life of the school and is welcoming and open to parents and the wider community Is successful in helping pupils and staff do their best and celebrates their achievements Offers all pupils the opportunity to benefit from a broad, balanced, creative and stimulating education that challenges and promotes brain-friendly learning Promotes good communication within the whole school community ensuring that pupils and staff are given an effective voice in whole school decision making Provides an accessible and relevant PSHE / Citizenship programme which enables pupils to develop their skills and attitudes in order to make informed choices about their health and to develop their social, moral, spiritual and cultural awareness Invests in the physical and emotional health of staff and pupils to help improve standards and raise achievement Provides a range of opportunities beyond the curriculum which promote the development of skills Takes every opportunity to provide a safe, happy and reflective learning environment which promotes inclusion Develops partnerships with appropriate outside agencies and individuals, for advice and active support within the context of health education and health promotion in the school Engagement and review, continual cycle of development Grounded in informed choices and active decision making

National Indicators for Children in Manchester Local Priorities National Indicators for Children in Manchester Emotional Health of Children Teenage Conception rates Obesity in yr 6 Substance misuse Aspiration and well-being (LAA) Very much reinforced with the new Healthy Child Programme This good practice guidance sets out the recommended framework of universal and progressive1 services for children and young people to promote optimal health and wellbeing.

Healthy Schools Engagement = Decision Making Environment EHWB Physical Activity Core themes – PSHE, Physical Activity, Healthy Eating and underpinned by EHWB Manchester themes sustainable development, participation Provides foundation to allow decision making and informed choices It is important to understand and control our emotions. It may not seem like such an important aspect of our life, but it actually plays a very large part in our decision making habits and thinking skills. People with good emotional well-being have a much better chance of becoming successful and achieving balance. Various studies in the format and style of decision making but EHWB is about a person be more fully aware of their own self and others so in a better state to consider and actively take decisions. Whole School – empowerment and meaningful decision all need to be involved Ethos and curriculum - It is not just what is taught but what is also caught through both informal and formal education and learning Need analysis - grounded in lived reality and data actually becomes part of learning process Targeted and universal – one size does not fit all but there areas of commonality and also distinct areas of support – tiers 1234 etc Systematic – Process is as important as the outcomes, engaging throughout the journey and directed by decisions which may change Measured and Balanced – Step by step approach and designed not to be prescriptive Context – Policy driven and driving but must be individually and collectively owned Staff modelling – if we don’t practice what we teach then we are teaching something else Pupil voice – first among equals – challenge and engagement Key partners – health, education, extended schools, community cohesion, home, school, young people and staff

2009 – overarching and encompassing

Emotional health context ‘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, 2000 ‘Being able to ‘develop psychologically, emotionally, intellectually and spiritually; initiate, develop and sustain mutually satisfying personal relationships; use and enjoy solitude; become aware of others and empathise with them; play and learn; develop a sense of right and wrong; resolve (face) problems and setbacks and learn from them’. Mental Health Foundation, 1999 NI 50 Promoting the emotional health of children and young people NI 50 is a specific indicator of a very broad concept of emotional health NI 51 Effectiveness of child and adolescent mental health (CAMHs) services This concept is at the heart of Every Child Matters, and at the heart of many current developments within children’s services New Ofsted Framework– well being indicators and health aspects of self evaluation NICE Guidelines for Primary and Secondary schools A duty to promote pupils’ wellbeing’ (Education & Inspections Act, 2006) Healthy Child Programme 2009 Statutory Guidance on PSHE National Curriculum overarching aims: to provide opportunities for all pupils to learn and achieve     to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life A coherent vision for CYP emotional health that parents, managers and frontline staff understand and commit to is important The commissioning of emotional health services should be informed by a needs assessment that maps the population against factors that predict vulnerability to emotional health problems The guidance provides a service specification and an evidence base that can be used to compare existing provision and inform a gap analysis and action plan for comprehensive provision or better targeted provision. Greater coherence at national level - various programmes of work impacting on children’s emotional wellbeing (SEAL, National Healthy Schools Programme, TAMHS etc) Understanding of ‘what works and for whom’, including value for money – research and ‘customer insight’ work – talking to children and young people and their parents/carers. Greater understanding of key delivery issues for LAs and their partners – fieldwork with 8 authorities which have chosen NI50 as part of their Local Area Agreement (through NCSS). Looking at what is working well in these areas, issues around delivery and offering consultation on going forward. Healthy Child Programme

The focus on emotional and mental health has never been greater… PSA 12 and National Indicator 50. Children and Young People in Mind – report of the independent CAMHS Review. Good work going on to promote and support children’s emotional health but some weaknesses in provision National Advisory Council for Children’s Psychological Wellbeing and Mental Health set up New Horizons programme – highlighting the economic case for mental health promotion and early intervention in childhood Keeping Children and Young People in Mind – Government’s full response to the CAMHS Review. Targeted help, intervention where needed New Statutory Role of Children’s Trusts – formalising partnership arrangements between PCTs and LAs PSA – a specific indicator sourced from Tellus survey asking questions children having someone to turn to when they are worried, as a proxy for emotional health Children and young people who are emotionally and mentally healthy …achieve more …engage more fully with peers and their community …show fewer risk-taking behaviours …cope better with adversity Strong link between emotional health and e.g. school attainment, bullying, teenage pregnancy, substance misuse, participation in education, employment and training Children and Young People in Mind – report of the independent CAMHS Review good work going on to promote and support children’s emotional health but some weaknesses in provision - not always planned strategically or as integrated as it could be - gaps in provision and lack of awareness of the contribution different children’s services can make to promoting emotional health - stressed role everyone across national government and local children’s services can play. National Advisory Council for Children’s Psychological Wellbeing and Mental Health set up to: - ensure issue remains a priority - hold Government to account - spread messages - showcase partnership at national level, mirroring what works on the ground. New Horizons findings are that between a quarter and a half of mental health problems in adults are potentially preventable through treatment during childhood and adolescence. Mental Health problems are estimated to cost the nation around £77 billion a year (5.3% of GDP in 2007, predicted to be 10.1% by 2026) CAMHS Review told us that schools are key. I know you get this – you have had the emotional health theme in Healthy Schools for some time. NSF for children, Child Health Strategy Healthy Lives, Brighter Futures, NHS Operating Framework, Schools White Paper, new Pupil Wellbeing Duty and School report card are taking us to next level. You folk will play a key role in making all this happen on the ground.

Part of wider framework Link between acute and primary health Community and person centred

In Manchester… Emotional Health and Wellbeing strategy CAMHS Partnership and EHWB Structures Universal, tier 2 commissioning arrangements with Healthy Schools / TaMHS EHWB Scrutiny committee School EHWB Strategy Healthy Schools enhancement model Mental Health in schools programme TaMHS programme Build a common and widespread understanding of what emotional health means and how practically it can be promoted, including a clear local understanding of where it fits with specialist CAMHS Undertake needs analysis and identify gaps in provision or inequity and develop services to address these e.g. for vulnerable groups Develop simple to understand care pathways and care protocols and support to people out in universal and targeted services in using them Provide information about resources and services for young people and families Build up and maintain crucial local links by actively providing support e.g. local link study sessions, someone with the role of linking and liaison across provisions who can provide guidance and support Continue shared training, consultation and support for all services identified as contributing to the emotional health agenda Consider how the different training inputs related to emotional health, which are offered by different providers in the area, can be streamlined into a coherent joint agency emotional health training programme, with clarity as to what new universal and targeted workers should take up as minimum.

Benchmarking and national standard

Healthy schools enhancement model handbook stages Set up a health and well being development group – how will this link to Children’s Trust eg. emotional health commissioning and EH model? Conduct a needs analysis for school population –how will this link to Children’s trust needs analysis and use public health information ? Select priorities – is emotional health NI50 a priority in LAA or CYPP? Develop meaningful outcomes and identify early success factors – how will NI50 ‘tell us’ data help in showing an impact on well-being? Identify baseline and activities/interventions - Can the NI50 guidance provide a helpful evidence base? Eg. on peer support or bullying Implement activities/interventions – Are schools aware of and linked to partners who can help? Monitor against early success indicators – Future guidance on measuring the impact of emotional health interventions needed? Review against outcomes

DELIVERING CAMHS Specialist Training: Participants reported an average 18% rise in awareness of issues Participants reported an average 41% increased likelihood of making a change in their work as a result of training 81% of delegates reported an improvement in perception of children / young people with a mental health problem. 93% of participants reported an improvement of confidence as a result of training. 79.2 % of participants reporting greater confidence in making referrals Staff EHWB/mental health training in non NHSS schools 100 % of school staff attending inset training that report greater awareness as result of input (evaluation form) 100% of respondents reported an increase in knowledge, understanding and skills within emotional health and well being Nine out of the ten schools targeted for EHWB support achieved NHSS by Dec 09 TaMHS/MHS – Targeting schools 100% of school staff attending training that report a change in their attitudes as result of input (evaluation form) An additional 3 high schools and10 feeder primary schools have been recruited to be a part of the TaMHS programme this year. 37.5% (n9) high schools are now part of the TaMHS/MHS Programme. Inter partnership working Link between promotion and clinical Support of wider communities and cohesion and delivery with schools a key players Change from a purely medical model to a social model of emotional health

DOING D ECISIONS O PPORTUNITY I NSIGHT N UTURING G ROUNDING Personal model of how good understanding and skill within EHWB informs the decision making process Self Esteem Self Efficacy Self Motivation Self Management Values Education Challenge and Affirmation Transformation and change Dignity and Tolerance Attitudes and Beliefs Emotional awareness— the ability to identify core emotions including anger, sadness, fear and joy.  Emotional self- management – the ability to harness and appropriately express emotions. Emotional flexibility – the ability to rebound from stress, loss and shocking events. Three decades documenting the ability to transcend the emotional challenges of life threatening illness, suggest an additional characteristic of emotional health: The ability to use emotions in decision making processes—mindfulness that includes a mix of thought and feeling. These positive attributes present as self-awareness, self-esteem, self-motivation and self-management. When you shift focus from emotional health to emotional intelligence, your focus changes. Your lens opens to include others in an interactive model. This observation has important implications for ownership and choice where emotional health is concerned.  

Example Staff Twilight Steps to Develop Staff Well Being and Role Models "Wellbeing is a state of being with others, where human needs are met, where one can act meaningfully to pursue one's goals, and where one enjoys a satisfactory quality of life.” - ESRC Research Group Steps to Modelling Practice within Teaching and School “The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialisation, and their sense of being loved, valued, and included in the families and societies into which they are born” UNICEF Innocenti Report Aims: To understand what we mean by emotional intelligence To learn strategies for managing our own emotional health and well being To build relationships and structures to support colleagues in their emotional health and well being To continue to best model emotional health and positive behaviour to our children and young people To consider our school curriculum and how it engages with the emotional development of all. To develop whole school strategies to develop an emotionally intelligent school community. Emotional health and Well Being along side the other themes of the healthy schools programme actively contributes to all five areas of the Every Child Matters Agenda. Stay safe Healthy Enjoying & Achieving Economically active Positive contribution If we do not model what we teach then we are teaching something else! Manchester University researcher David Spendlove argued at the launch of a new research project in social and emotional aspects of learning (SEAL) that strategies for building students' emotional literacy will fail if schools continue to ignore the emotional needs of the adults responsible for engaging with children. Share best practice examples Honey I love you Continuum Temper tantrum Street Smile Balloon support Action hero School tie ABC understanding from Penn Resiliency programme Catastrophe – Fantastic It only takes a minute stress exercise Golf balls – five steps to mental health Stories of positive interventions Resiliency – General Mcr success Primary – peer mentors Pupil voice Staff training Links with Camhs Tamhs and Mhhs

Healthy Schools Engagement = Decision Making Environment EHWB Physical Activity Whole School – empowerment and meaningful decision all need to be involved Ethos and curriculum - It is not just what is taught but what is also caught through both informal and formal education and learning Need analysis - grounded in lived reality and data actually becomes part of learning process Targeted and universal – one size does not fit all but there areas of commonality and also distinct areas of support – tiers 1234 etc Systematic – Process is as important as the outcomes, engaging throughout the journey and directed by decisions which may change Measured and Balanced – Step by step approach and designed not to be prescriptive Context – Policy driven and driving but must be individually and collectively owned Staff modelling – if we don’t practice what we teach then we are teaching something else Pupil voice – first among equals – challenge and engagement Key partners – health, education, extended schools, community cohesion, home, school, young people and staff

Foundations Resources need to be matched with skills Learning to be grounded within context Informed choice Role modelling Policy supported by theory Taught and Caught Whole school and holistic Regeneration, Reduction, Risk and Resiliency Now Decide… Using the emotional learning self alongside our rational and conscious self will help our brain to make the right connection to allow us to make better decisions. Emotional intelligence consists of four fundamental skills or capabilities: Self-awareness — the ability to be conscious of your emotions and recognize their impact while using gut feelings to guide your decisions. Self-management — the ability to control your emotions and behaviour and adapt to changing circumstances. Social awareness — the ability to sense, understand, and react to others’ emotions and feel comfortable socially. Relationship management — the ability to inspire, influence, and connect to others while managing conflict. In addition, descriptions of both emotional health and emotional intelligence increasingly include resiliency, the ability to adapt to changing internal or external conditions.