SEMH and wellbeing in schools Flashcards
Background to MH & wellbeing
MH is Defined as a state of well-being in which an individual realizes their own abilities, can cope with the normal stresses of life, can work productively and is able to contribute to the community (WHO,2013).
Wellbeing is defined as the quality of people’s lives. It is a dynamic state that is enhanced when people can fulfil their personal and social goals (Statham and Chase, 2010)
Principle models used to form ideas about MH & wellbeing in schools
Medical model
Social model
Educational model
Psychological model
MH and wellbeing in schools background
Children may experience a range of social and emotional difficulties that may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
1 in 5 young people aged 16 to 24 in the UK reported some symptoms of anxiety or depression in 2011-12. (ONS, 2014)
what is medical model?
Medical model - recognises mental health problems as medical conditions, diagnosable and treatable through medical interventions.
A useful way of understanding the complexity of the human condition and to develop treatments suited to particular conditions. (Scott, 2003)
EP invovlvement using medical model
involed in diagnosist processes such as ADHD assessments and to help them understand their diagnosis and impact of a label.
what is the social model?
Social model: developed in the 1970s and 1980s and focuses on the broader influences on health such as social, cultural and environmental issues
The social model considers the young persons distress as product of circumstance and responses of social situation and those around them.
e.g attitudes young people have negative views of mental health (Chandra et al 2007)
Higher levels of stigma towards MH in young people and will be secretive and less likely to seek help - Rose et al 2007.
how can EPs use social model?
Teaching about good mental health and emotional resilience
Whole school approach which build understanding about mental health, tackle stigma and develop emotional resilience
Successful evidence-based models that increase access to mental health support and services see for example, the TAMHS (Targeted Mental Health in schools (DfE, 2009).
Train teachers on promotion of MH - Need to provide YP with info about MH and training for teachers in MH issues has been shown to improve understanding of MH (Gale 2010)
Murphy & Fonagy 2012 what did they point out about interventions using social model need to be carried out?
Murphy & Fonagy 2012 highlighted how when children present with MH problems are more likely to be the consequence of their circumstance.They also highlight how important it is for interventions to be carried out in alternative locations and social contexts lile involving community leaders and peers etc.
what is the educational model?
Educational model is concerned with the development of social and emotional competence.
Also places emphasis on teaching and learning of emotional awareness and social skills + draws on concepts such as emotional literacy and social and emotional aspects of learning.
Work on Developing Emotional Literacy in Schools (Weare, 2005)
Supporting Emotional Literacy (Burton, 2008) via Support Assistants (ELSA) (Burton et al , 2010)
Use of Peer Mentoring (National Mentoring Network and DfES (2004)
EP role within educational model:
Training on the Social and Emotional Aspects of Learning
Work with schools to develop whole school approaches.
Offer training key staff in the knowledge and skills around how to support emotional literacy, peer mentoring and use of cooperative group work .
Provide training on Strengths Based Approaches such as Solution Focused and Orientated Practice ( deShazer, 1990; O’Hanlon, 2000) and Positive Psychology (Seligman et al, 2009).
Working with schools to support the identification, assessment and provision of support of children with social, emotional and behavioural needs (DfE, 2015)
what is the psychological model ?
Current psychological model
Recognises - the importance of the interaction between the person and environment and vice versa.
Considers - the impact of the individual on the system, and system on the individual and the impact of behaviour, cognition, emotion and interpersonal interactions
Typically adopts - An eco-systemic approach & “research-practitioner” mindset using a case formulation, hypothesis testing and problem solving
EP work using ecosystem theory
Draws on the principles of ecology and systems theory (Osborne and Dowling, 1994)
Attempt to understand the interactions within and between:
Micro-system
Exo-system
Macro-system
Meso-system (Bronfenbrenner, 1979; Belsky, 1993)
Promote change using consultation (Wagner, 2000)
Use Evidence based practices and draw on theories but also consider case, context and evidence and how is it relevant to use.
Ep consider theory, values/ethics and evidence in chosing assessment, implementation or intervention tool.
EPs work typically take an “interactionist” and systemic perspective and consideration of the child or young person’s needs in context.
Eps role to support
work to promote positive mental health, prevent and provide for short term mental health needs alongside other professionals
supporting frontline professionals (teachers, GPs, social workers, health visitors etc.) to meet the mental health needs of children and young people
to consult, involve & seek supervision from specialist CAMHS as, and when, appropriate and needed.
EP interventions using social model
Teaching about good mental health and emotional resilience
Whole school approach which build understanding about mental health, tackle stigma and develop emotional resilience
Successful evidence-based models that increase access to mental health support and services see for example, the TAMHS (Targeted Mental Health in schools (DfE, 2009).
EP interventions using educational model
ELSAs (Burton) and Emotion Coaching (Goffman)
Training on the Social and Emotional Aspects of Learning
Offer support to help the theory underpinning the approaches ( e.g. concepts of Emotional Intelligence (Goleman) and Emotional Literacy (Gardiner)
Work with schools to develop whole school approaches.
Offer training key staff in the knowledge and skills around how to support emotional literacy, peer mentoring and use of cooperative group work
Provide training on Strengths Based Approaches such as Solution Focused and Orientated Practice ( deShazer, 1990; O’Hanlon, 2000) and Positive Psychology (Seligman et al, 2009).
Working with schools to provide targeted group work to those children identified as at risk of social emotional and behavioural problems (see Squires, 2002).
Working with schools to support the identification, assessment and provision of support of children with social, emotional and behavioural needs (DfE, 2015)
evidence if interventions are successful? p1
evidence if interventions are successful
evidence if interventions are successful p3
