Resilient Local Authorities? Sarah Axford & Jonathan Godson Perth and Kinross Educational Psychology Service

Promoting Wellbeing? In your local authority, what is on the mental health agenda? How are schools engaging with this agenda? What is your service doing?

Mental Health Strategy for Scotland: New Mental Health Strategy: plans to improve the wellbeing of the nation (August 2012).  A new strategy designed to improve the mental health and wellbeing of everyone in Scotland has been launched by Minister for Public Health Michael Matheson.  The strategy sets out 36 key commitments to be delivered between now and 2015 to:  deliver faster access to mental health services for younger people  faster access to psychological therapies  work to reduce and prevent suicide  address stigma and discrimination

Mental Health Provision CAMHS workforce increased by over 34% in less than four years.

Newsnight clips

Health promotion? Physical Health

Health promotion? Mental Health

What is above Zero?  Mental Health Word Cloud:

a better way?  focus on resilience  true mental health  wellbeing- emotional, psychological and social

Curriculum for Excellence  Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.  I can expect my learning environment to support me to:  develop my self-awareness, self-worth and respect for others  meet challenges, manage change and build relationships  experience personal achievement and build my resilience and confidence  understand and develop my physical, mental and spiritual wellbeing and social skills  understand how what I eat, how active I am and how decisions I make about my behaviour and relationships affect my physical and mental wellbeing

Evidence-base for School Wellbeing Initiatives  Are preventative (whole school)  Start early (early primary years)  Combine 2 general strategies  Focus on whole school climate change and ‘respectful supportive relationships’  Teach social-emotional skills & coping skills  Coordinated multi-year (long term) programs rather than short term (spiral curriculum)  Delivered by teachers/embedded in curriculum  Revisit key concepts, values & skills in age appropriate ways  Evidence-based psychological principles (CBT/positive psychology)  Evidence-based teaching strategies

Bounce Back Aims To assist in creating positive, pro-social and resilient classrooms and schools To provide resources to enable staff to help their pupils develop the skills of resilient behaviour

10 October 2015 Bounce Back Acronym When things go wrong for you, or you get ‘knocked down’ by what happens in your lie, remember that you can decide to BOUNCE BACK! and be yourself again. B ad times don’t last. Things always get better. Stay optimistic. O ther people can help if you talk to them. Get a reality check. U nhelpful thinking makes you feel more upset. Think again N obody is perfect-not you and not others. C oncentrate on the positives ( no matter how small) and use laughter. E verybody experiences sadness, hurt, failure, rejection and setback sometimes. They are a normal part of life. Try not to personalise them. B lame fairly- how much of what happened was due to you, to others and to bad luck or circumstances? A ccept what can’t be changed, (but try to change what you can first). C atastrophising exaggerates your worries. Don’t believe the worst possible picture. K eep things in perspective. It’s only part of your life.

10 October 2015 Resilience in secondary schools and colleges  Challenges and opportunities  Staff working group  Optimistic thinking programme  Bounce Back adaptations  Collaboration around resource development  Mindsets  Resilient staff

P&K Request for support  Public Profile of Bounce Back (CP Report, After the Riots Report)  Engagement with OD team  Opportunities/Risks  Clarifying Role of EPs working outside Education and Childrens Services  Agreement with OD team to pilot materials

Wellbeing and work “ Work can make you sick – and work can make you happy. Which one happens depends on who you are, what you do and how you are treated at work. Work that is rewarding, involving good relationships with colleagues and opportunities to feel a sense of achievement on a regular basis is a key factor in psychological well- being.” Robertson & Cooper ‘Well-being’, 2011

Well-being for P&K Managers (Leading Teams in Tough Times)  What is well-being and why does it matter?  Positive Emotions  Positive Relationships  Optimistic Thinking and Thought Catching  PERMA Framework Discussion  Personal Target Setting – Postcard to self.  Actions Noted: Physical exercise, Domestic Changes, Working hours revision, Career options, Team changes.  Feedback – positive, cross department issues, requests for more content on dealing with pessimistic colleagues Next?

Discussion  Is now the right time to focus on wellbeing?  What part can Educational Psychology Services play in attempting to shift the focus from mental illness to wellbeing?  Are there opportunities for Educational Psychology Services to collaborate with other agencies in this area? If so – what are the risks and challenges?  Do you have any thoughts about how we might progress this work in Perth and Kinross?

References Bounce Back! Helen McGrath and Toni Noble Mental Health Strategy for Scotland: ISBN: Diekstra, R F W (2008) Effectiveness of School-Based Social and Emotional Education Programmes Worldwide. Collaborative for Social and Emotional Learning Newsnight clip: Learned Optimism Martin Seligman Flourish A new understanding of Happiness and Well-being Martin Seligman, 2011 WELL-BEING. Productivity and Happiness at Work Ivan Robertson and Cary Cooper POSITVITYBarbara Frederickson /10/2015