schools and colleges

THE CHALLENGE

The number of children and young people who present with social, emotional and mental health difficulties in schools continues to grow, whilst provision for high-quality help becomes increasingly scarce. Such difficulties create blocks which prevent pupils from engaging in meaningful learning and embracing all that your school / college has to offer. Even the most talented teachers often find themselves without the necessary skills to remove these blocks, which repeatedly impact on the outcomes of your school / college.

In an interview on mental health, the Duke of Cambridge argued this point well, and proposed: "One idea is getting mental health first aiders in schools. Teachers are under such pressure, they face so many challenges every day. They cannot be expected to be mental health counsellors as well, so we thought there must be a way of having mental health first aiders who can be attached to one or two schools." (GQ, 29.05.17)

Social, emotional and mental health difficulties are commonplace for children and young people today. In schools and colleges, they may manifest themselves in disengagement or ‘problem’ behaviours which, in turn, impact on the learning environment for all. The ‘domino effect’ on outcomes for all pupils can present school leaders and staff with a worrying downward spiral, causing stress and a sense of failure.

HOW I CAN HELP

I am an experienced teacher, education leader, and a Masters level qualified counsellor and psychotherapist. I understand the needs and challenges of both schools and troubled young people, and combine these two professions to work in schools to support both. As a "mental health first aider", I will work with your pupils to help them make sense of their world, break down their barriers to learning and improve their chances of higher achievement. As an experienced school leader, I will work with your school / college to demonstrate the outcomes of improved mental wellbeing in a meaningful way.

In order to reach more pupils during school / college hours, and thereby optimise resources, I will work with small groups (up to 8) to help them to challenge distorted thinking and develop the resilience required for the demands of school and beyond. Research and experience demonstrate that greater resilience enables people, for example, to:

• Access and embrace opportunities to achieve their goals
• Persevere when presented with challenges
• Identify when and where to ask for help
• ‘Bounce back’ from setbacks faster
• Sustain relationships
• Manage their emotions more effectively
• Function with greater cognitive clarity

HOW IT WORKS

I lead focused modules for small groups of children and young people in school / college, which address the common issues they experience. The therapy modes are predominantly Cognitive Behaviour Therapy (CBT) and Transactional Analysis (TA), but a person-centred approach lies at the heart of my work in order to establish trusting, therapeutic relationships. The module focus may be determined by the outcome of a Mental Wellbeing survey in your school, or may address an issue you have already identified. Typical examples of focus areas are:

• Anxiety
• Anger - managing my feelings
• Change and transitions
• Bullying - developing assertiveness
• Exam phobia
• Stress - managing my time
• Relationships and communication
• Boundaries - keeping myself safe
• My online life

The duration of a module is typically six sessions, preceded by a group formation session and followed by a review 2 - 3 weeks after the module has ended. This is, however, flexible and can be tailored to your school’s needs.

AN EVIDENCE BASED APPROACH

The group formation session includes a baseline assessment for each pupil, and the final session includes a post-module assessment against the same criteria; the analysis of these data will demonstrate distance travelled for both the individual and the group. This may be used for strategic purposes by the school / college, for example as evidence of work on SMSC, or thoughtful, targeted spending of pupil premium funding to impact on engagement or learning.

WHAT IT IS NOT

It is important to stress that focused group sessions are not a substitute for 1:1 counselling or psychotherapy. The latter is an opportunity to explore deep-rooted matters which may be too embarrassing or inappropriate to divulge in a group. Part of my brief as a qualified counsellor and psychotherapist is to contain the group members emotionally, and to support and signpost them in the event of an (emerging) serious disclosure.

TRAINING

I also offer training for school and college staff to support pupils in the development of mental and emotional wellbeing. You may choose to target staff who work with specific groups of pupils, or develop a whole organisation approach to “Mental Wealth”.

Please contact me for an informal discussion of your needs.