1. Growing Emotional Health and Wellbeing Thinking strategies that can support pupils and students

2. Our 90 minute plan Where this workshop came from The aims of the session What I’ve planned Where we might go…

3. Emotional Health and Wellbeing/ Mental Health What impacts on a pupils/students emotional health and wellbeing/ mental health

4. Balancin g well- being

5. EH &W What we know The more risk factors the greater the vulnerability Risk does not cause mental health problems Minimising risks Awareness of risks changes the way we understand a child’s needs and how we respond Family factors Factors in the child Community factors

6. Risk Factors in the child Genetic influences Low IQ/ Learning disability Specific development delay Communication difficulties Difficult temperaments Physical illness Academic failure Low self esteem Factors in the child

7. Risk factors in the family Overt parental conflict Family breakdown Inconsistent or unclear discipline Hostile and rejecting relationships Failure to adapt to children’s changing developmental needs Abuse Parental psychiatric illness Parental criminality, alcoholism, drug abuse, personality disorder Death and loss Family factors

8. Risk factors in the community Socio-economic disadvantage Homelessness Disaster, war, accidents and other overwhelming events Discrimination Other significant life events Community factors

9. I need attention, did I mention? The Children/Young People who cause you concern… You and your colleagues at the end of the week… do hear Feel do hear Feel

10. A dip into thinking strategies that can support good mental health Resilience Thinking Maps Habits of Mind Mindfulness Breathing Exercises One-wing seagull Young Minds- a range of resources…

11. The Resilience Gym What strategies do you use when confronted with adversity or emotional difficulties? Which strategies could we help young people learn?

12. Learnable skills of resilience Emotional awareness or regulation recognise feelings and experience them without being overwhelmed Impulse control tolerate ambiguity; stay curious rather than rushing to judgement and decision making Optimism having an optimistic, learned thinking style grounded in reality Causal analysis view difficulties from a number of perspectives and consider many factors Empathy read and understand the emotions of others, leading to stronger relationships and social supports Self-efficacy confidence in your ability to solve problems and make a difference through your efforts Reaching out being prepared to take risks, to try things and to view failure as a part of life

13. Thinking Maps

15. 1. Persisting Stick to it! Persevering in task through to completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up. 3. Listening with understanding and empathy Understand Others! Devoting mental energy to another person's thoughts and ideas. Make an effort to perceive another's point of view and emotions. 5. Thinking about your thinking (Metacognition) Know your knowing! Being aware of your own thoughts, strategies, feelings and actions and their effects on others. 7. Questioning and problem posing How do you know? Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve. 9.Thinking and communicating with clarity and precision Be clear! Striving for accurate communication in both written and oral form; avoiding over generalizations, distortions, deletions and exaggerations. 11.Creating. imagining. and innovating Try a different way! Generating new and novel ideas, fluency, originality 13.Taking responsible risks Venture out! Being adventurous; living on the edge of one's competence. Try new things constantly. 15.Thinking interdependently Work together! Being able to work in and learn from others in reciprocal situations. Team work. 2. Managing impulsivity Take your Time! Thinking before acting; remaining calm, thoughtful and deliberative. 4. Thinking flexibly Look at it Another Way! Being able to change perspectives, generate alternatives, consider options. 6. Striving for accuracy Check it again! Always doing your best. Setting high standards. Checking and finding ways to improve constantly. 8. Applying past knowledge to new situations Use what you Learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned. 10. Gather data through all senses Use your natural pathways! Pay attention to the world around you Gather data through all the senses; taste, touch, smell, hearing and sight. 12. Responding with wonderment and awe Have fun figuring it out! Finding the world awesome, mysterious and being intrigued with phenomena and beauty. 14. Finding humor Laugh a little! Finding the whimsical, incongruous and unexpected. Being able to laugh at oneself. 16. Remaining open to continuous learning I have so much more to learn! Having humility and pride when admitting we don't know; resisting complacency. The 16 Habits of Mind

16. Habits of Mind Exploring Meanings Introduce students to the Habit of Mind (HoM), Its meaning the concepts associated with it. Students are encouraged to attach their own experiences to HoM deepen their appreciation of them consider their use and potential in different situations. Students begin to practice the use of HoM and reflect on their value.

18. Mindfulness and other resources Breathing exercises Square Breathing https://youtu.be/2YY8PWHNkYgSquare Breathing Get Self Help http://www.getselfhelp.co.uk/breathe.htm Get Self Help One Winged Seagull YoungMinds resources www.youngminds.org.uk

19. Embedding EH&W in your school What is in place to support the emotional health and wellbeing of your pupils/students Classroom practice School policies Behaviour Achievement Anti-bullying LGBTQI Ethos What is in place to support the emotional health and wellbeing of staff and colleagues?

20. What support networks exist? School clusters? Voluntary, community and faith sectors Local National: YoungMinds; A Time to Change CAMHS