Emotional Wellbeing Resilience Growth Mindset Jacqui Braithwaite Principal Educational Psychologist

Education Commission believes that ‘Core purpose of education is to ensure every child can develop the competencies, capabilities and sense of self worth they need for living a fulfilling life and making a positive contribution to their Community‘

For this we need Emotional Health and Wellbeing ‘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

Human Givens Emotional Needs: Security A sense of autonomy and control To give and receive attention Emotional connection to others A sense of status Connection to wider community Privacy A sense of competence and achievement Meaning and purpose, which comes from being stretched and stimulated by what we do

For this we need Resilience : Those qualities which cushion a child from the worst effects of adversity in whatsoever form it takes and which may help a child or young person to cope, survive or even thrive in the face of great hurt and disadvantage – to literally ‘bounce back’ in the face of adversity. (Gilligan 1997)

Risk factors Within child Low self esteem Academic failure Physical illness Difficult temperament Genetic influence Developmental delay Communication difficulties Specific learning difficulties Within family Overt parental conflict Family breakdown Inconsistent or unclear discipline Hostile or rejecting relationships Failure to adapt to a child’s changing needs Physical, sexual or emotional abuse. Parental mental health difficulties Parental criminality, alcoholism or substance misuse Death and loss – including loss of friendship Within community Socio-economic disadvantage Homelessness Disaster Discrimination Other significant life events

Resilience Factors Within Child Female (until puberty) Belief that own actions can change things (self efficacy) Positive view of self Cognitive ability; problem solving skills Social skills; empathy Autonomy (girls) Able to express emotions (boys) Sense of humour Hobbies Reflective and willing to plan Sense of belonging Good communication skills Secure early relationship Within Family Close attachment with at least one person Good parental health and well being Parental confidence and ability to apply clear and consistent discipline. Required helpfulness Encouragement for autonomy (girls) Encouragement for expression of feelings (boys) Affection Close extended family Family harmony Four or fewer children in family Sufficient financial and material resources Support for education Within community Wider supportive networks Good housing and standard of living Group membership Contact with other children and young people Good school experiences (especially teacher expectations, peer influences; level of support available) Positive adult role models High morale school with positive policies for behaviour, attitudes and anti-bullying. School with strong academic and non-academic opportunities.. Range of positive sport/leisure activities

Promoting Resilience To develop resilience young people need: – At least one caring parent or another supportive adult in their family or social world. – To be socially integrated – A range of educational and social experiences – Opportunities to take control, make choices and to make contributions.

For this we need Growth Mindset

Self-Theories: Fixed v Growth Carol Dweck - Self-Theories: Their Role in Motivation, Personality and Development, Psychology Press, 1999

Self-Theories: Fixed v Growth Carol Dweck - Self-Theories: Their Role in Motivation, Personality and Development, Psychology Press, 1999

Set of 6 studies of children Praised for effortPraised for ability goals90% of the group created learning goals 66% of the group created performance goals enjoymentcontinueddecreased persistencecontinueddecreased performanceimproveddeclined lied about scoresone individual40%

What is happening nationally......

What is happening nationally.....

What is happening nationally More people will have good mental health More people with mental health problems will recover More people with mental health problems will have good physical health More people will have a positive experience of care and support Fewer people will suffer avoidable harm Fewer people will experience stigma and discrimination

The APPG calls on government to: Roll out evidence based parenting initiatives nationwide; Ask Ofsted to determine how to factor Character and Resilience and ‘extra’- curricular activities more explicitly into the inspection framework; Make participation in ‘extra’-curricular activities a formal aspect of teachers’ contracts of employment; Incorporate Character and Resilience into initial teacher training and CPD programmes; Support development of a best practice tool-kit for interventions that aid Character and Resilience for specific use in conjunction with the Pupil Premium

What is happening locally In Hartlepool young people in their teenage years are more likely to be involved in risk taking behaviour that impact on their life chances Trends in relation to teenage conception, substance misuse, sexually transmitted infections and self harm worse than the national average

What is happening locally PHSE – has the focus been too much on a deficit model,focussed on risk management rather than helping young people develop the resilience, capabilities and sense of self worth that enables them to make positive life choices

PHSE Hartlepool Young People tell us that: The meaning and purpose is not clear Not taken as seriously as it should be Some messages not relevant to them Not enough time to do it well Outside speakers and relevant trips needed Content should be about ‘life skills’ Careers information valued

PHSE Hartlepool Teachers tell us that: Feel poorly prepared to teach certain aspects More training required More should be delivered by professionals from other agencies

Mental Health Longitudinal studies show that 10% of children and young people aged 5 – 15yrs have a diagnosable mental health need.

This means that …. In a primary school with 250 pupils approximately 25 children will have a diagnosable disorder in connection with their mental health. Of these 7 children will have an anxiety disorder, 1 will be seriously depressed, 12 will have a conduct disorder and 4 will have hyperkinetic disorders or severe Attention Deficit Hyperactivity Disorder (ADHD). Some children will have more than one of these conditions. Boys will be more affected than girls.

And that ……. In a secondary school of 1400 students approximately 140 will have a diagnosable mental health need. Of these 46 will have anxiety disorder, 18 will be depressed, 62 will have conduct disorder and 14 will have hyperkinetic disorders or severe ADHD. Some young people will have more than one of these conditions. Boys will be more likely to have a conduct or hyperkinetic disorder and girls are more likely to have anxiety disorders.

Remember TAMHS ? TAMHS was well received by children, parents and practitioners Interventions more successful if part of a whole-school approach to emotional health and well-being Implementing TAMHS led to a statistically significant reduction in behaviour problems in Primary Schools Parents reported schools as the key first point of contact for advice about their child’s mental health needs Schools rarely referred children experiencing emotional problems straight to CAMHS but did make use of EP services

Universal Effective whole school frameworks for promoting emotional well-being and mental health Quality first teaching of social and emotional skills to all children through SEAL programme Targeted Skills-focused interventions Small group SEAL for children who need help to develop social and emotional skills SEAL-related work with families Specialist Therapeutic interventions Individual and small group Complementary to SEAL Graduated Response

Which Children? Most Vulnerable 2 At Risk Usually ok Always ok

Emotional well being is everybody’s business Partnership working is a must (families/schools/health/social care/VCS) Need for effective pathways with a graduated response Need for training, advice and guidance to build capacity at all levels Curriculum for life Effective transitions

What does this mean for us ……? What are your experiences of this in school (positive and negative)? What do you think needs to happen to effect positive change in this area? What are our top 3 recommendations to take to the Education Commission?