1. Using a resilience model to promote positive mental health in school
31 October pm start!
Ian Macdonald
Charlie Waller Memorial Trust

2. Supporting pupils New KCSIE guidance
Support through DSL and school policies
What about 'the system'?
Developing whole school approaches
New KSCIE guidance and link to DSL

3. MH systems have been based on old adult models and traditionally have been a point of departure for health and education professionals - often with one side making assumptions about the other side's knowledge
Either way, the young person is the one left behind
Gaps in knowledge, understanding and referral routes can mean YP fall though the system gaps, resulting in more presenting with high levels of need and overloading CAMHS

4. MH transformation plans are seeking to address this issue and bring services to where YP are at rather than expecting them to fit around the system
Some in education are assuming this to mean more is being put on schools
However, these changes are more about where a service is delivered rather than whose responsibility it is - and ultimately most YP are 'at' school
Bringing services together with the YP at the centre is designed to reduce the gaps for YP to fall through, increase early intervention, and reduce demand on CAMHS

5. Is resilience about more than just 'bouncing back'?

6. So what is 'resilience' then?
‘Resilience refers to the capacity of an individual to restore good mental and emotional health following the onset of challenging and adverse situations’
(Mentor ADEPIS, 2015)

7. So what is 'resilience' then?
We can also define academic resilience as ‘students achieving good educational outcomes despite adversity’
(Taylor, Hart & Hove Park School, 2014)

8. What can indicate resilience?
Academic achievement
Better behaviour
Improved self-esteem
Improved health behaviours and choices
Better relationships - family, friends, school
Improved environments - 'a resilient school'
Hard to measure in itself, but we can see the results of improved resilience...

9. 'Ordinary Magic' (Masten, 2005)
It's not earth shattering!
Refers to simple adaptions to how we work and interact with each other
Resilience can therefore mean 'overcoming adversity, whilst also potentially subtly altering aspects of that adversity' (Hart, 2013)
Liken OM to principle of incremental gains used by cyclists. Small gains can mean large benefits!

10. Resilience Framework
Key elements are the 5 domains

11. Resilience framework
Daniel & Wassell - often used as a more practical application of an academic version

12. Resilience frameworks
So if we can maximise the impact of each of the domains, we can support CYP to improve their resilience
This is where the 'ordinary magic' principle is key
Briefly look at each domain and discuss how they can be better supported with 'ordinary magic'

13. Daniel & Wassell - often used as a more practical application of an academic version

14. Curriculum development
Cross reference current PSHE programmes to reflect how activities are meeting one or more of the domains?
If you are changing your PSHE provision, consider organising it under these domains to better reflect a 'life skills' approach?
Can we support pupils to recognise how these areas of their lives are being strengthened?

15. Daniel & Wassell - often used as a more practical application of an academic version

16. Structured support
Consider how pastoral services can use each domain to structure support and early intervention
Individual care plans can be co-produced with pupils to strengthen relevant domains
Recognise which domains we might not be able to influence
Identify key people in school who can help

17. Secure Base
Home life and relationships
Where they 'belong'
School as a safe place
Planning for transitions between the two
Social Competence
How they function in new situations
Managing risky situations
Problem solving
Coping strategies

18. Education
Realistic achievements
Highlighting successes
Aspirations
Organisation skills
Friendships
Develop positive relationships
Identifying who they can call on when needed
Enjoyable!

19. Positive Values
Positive sense of self
Taking responsibility for own actions
Sticking to boundaries
Talents and interests
Able to try something new, support in access
Fostering interests and things they are good at
Positive coping strategies

20. Commissioning services
Use of a chosen model to structure service level agreements
Identify measurable outcomes relevant to specific domains?
Provides a clear link between work with pupils, parents, and family units

21. Daniel & Wassell - often used as a more practical application of an academic version

22. Thank you! Questions, comments, suggestions etc?
@IanA_Mac