Early Intervention - Service delivery models and resilience Lisa Williams Commissioning Support Lead YoungMinds

 UK’s leading charity for children and young people’s mental health and wellbeing since 1993  National Campaigns – VIK, YoungMinds Vs (23,000 individual supporters)  Training – run training courses for commissioners, professionals, parents and youth workers all over the UK – 6,700 individuals trained over 237 days  Parent Helpline – provides support to 12,000 parents and families  Provide research, consultation and engagement work with parents, families and young people for public sector bodies

 What YP say about mental health pressure and services  Challenges in implementing the Future in Mind vision for CYP mental health  Thinking about service delivery models and approaches  Where does resilience fit in?

Sexual pressure Technology Bullying Body image Stats from YoungMinds survey of 2, year olds, 2013 Poverty Cuts to services Family breakdown Unemployment School pressures Find us, please, we need support before we lose who we are. Young Carer, 2014, YoungMinds Taskforce Report

Friends64% (1) Online mental health app or website63% (2) Social media63% (3) Parents or other family members56% (4) From a mental health support service I used54% (5) N=967 Where do you go for information about mental health? You know as well, you know what I was worried about? I thought if they find out [that I’ve used a mental health information website] they're going to think I'm nuts and they're going to lock me up. And that's what, it deters you more even though.

School teachers should be more able to recognise signs a young person is struggling and help them access support Schools need a clear point of contact for pupils to approach for help with their mental health When pupils are struggling, they should easily be able to access help within school. When I got ill at school they treated it as a behavioural issue so I was formally suspended twice to things related to my mental health when in reality I didn’t actually need to be punished for it, I needed someone to help me, which they didn’t do. CAMHS user, 2014, YoungMinds Taskforce Report Young people found the most helpful schools-based interventions to be (n=904): 1.Counselling 2.Lessons about MH delivered by outside experts 3.Online information 4.Peer mentoring Young people found the most helpful schools-based interventions to be (n=904): 1.Counselling 2.Lessons about MH delivered by outside experts 3.Online information 4.Peer mentoring

 ‘Children’s mental health services are stuck in the dark ages’ Norman Lamb, Minister for Care and Support (2014)  Report sets out an ambition for the transformation of CYP mental health services  Additional £1.25 billion funding over 5 years announced  Five key themes including ‘Promoting resilience, prevention and early intervention’

 Funding – stability/good ideas lost or reinvented; current cuts  Changes of policy emphasis  Fragmented system – commissioning; delivery; experience e.g. transition  Physical vs mental health status  Prevention and EI - Who pays for what?  CYP vs adult mental health status  Large provider trusts

10 th floor CAMHS Children’s services street Large provider trusts……and local community practice

Mental health expertise Service ‘tiers’ 14

Access Service ‘tiers’ 14

Mental health expertise Service ‘tiers’ 14 Access

Mental health expertise Service ‘tiers’ 14 Access CAMHS School

1. Elements – people and orgs – behaviour, knowledge 3. Purpose – values, culture, permission/mandate 2, Relationships – pathways, info, how we and orgs relate

 Be friendly, warm and respectful  Work better together  Spot problems sooner  Know where to go for help  Respond to CYP needs not make CYP fit in to the service  Maximise impact through evidence based approaches… and asking me

 Big Lottery Funded  3 phases - £75m. Currently 12 local partnerships  Aims to improve the mental well-being of at-risk 10 to 16 year-olds  Cross-disciplinary, multi-layered and integrated prevention strategy inc. digital; co-production  Preventing mental health problems through building resilience  Whole system change  Ecological approach

 Building assets in child and close environment – for now and the future  Who walks alongside the child or young person through the system?  How can we help them navigate their way to resources?  Are resources culturally appropriate?  By resources – we don’t just mean services!

Picking out the river downstream Specialist services Prevention Earlier intervention Stopping CYP falling in the river Getting help quicker Resilience - children enabled to swim

Resilience research evidence of what works and what CYP say they want…..  Better able to manage when times get tough  Someone to depend on over time who is enabled to help them  Problem solving skills  Be themselves – free from stigma  Help with the basics – transport, safe places, enough to eat  Sense of belonging  Sense of control – participate, responsibility  Develop and maintain good relationships – manage feelings  Positive activity – build on talents/interests  Sense of purpose, hope for the future

Risk Factors Protective Factors What can the adults around CYP do?

Academic resilience means students achieving good educational outcomes despite adversity. For schools, promoting it involves strategic planning and detailed practice involving the whole school community to help vulnerable pupils do better than their circumstances might have predicted.

Strategy and leadership Systems and structure Parents and community Pupils and staff School culture Academic resilience - a vehicle for culture change

“Our school’s work on Academic Resilience has begun a transformation... The work has opened a door that allows staff to genuinely care and nurture …It gave us “permission”. We are now designing and implementing systems that really support the “whole person.” Mark Taylor, Dep. Head and lead for the project

 CYP and parent/carers turn to friends, families and the internet when times get tough  Next they look to adults in the system they know – school, professionals  In helping processes – how can we maximise resources (not just access to services) and elevate the status of the things that matter to CYP?  Using a ‘resilience lens’ in practice - assessing assets and building them, whilst we are visiting CYP lives

Lisa Williams, Commissioning Support Lead. ; Websites; Resources and information available on; k/training_services/academi c_resilience