Early intervention and identification strategies for young people at risk of developing mental health issues: working in partnership with schools in <scp>B</scp>irmingham, <scp>UK</scp>

Palmer, Colin; Connor, Charlotte; Newton, Benjamin J.; Patterson, Paul; Birchwood, Max

doi:10.1111/eip.12264

Cited by 4 publications

(6 citation statements)

References 37 publications

(88 reference statements)

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“…Recent years have seen an emphasis on staff wellbeing as having an impact on outcomes for children and young people. A survey of 160 schools in Birmingham showed, for instance, that high levels of work-related stress in teachers can have a serious impact on their mental health and affect their ability to provide effective early intervention to support their students' emotional wellbeing, causing them to withdraw from student support or leave teaching altogether (Palmer, Connor, Newton, Patterson, & Birchwood, 2015). Teachers seem to feel that their emotional needs are often neglected (e.g., Kidger, Gunnell, Biddle, Campbell, & Donovan, 2010) and this might suggest that schools should endorse whole school approaches to mental health, and encourage awareness in staff and students.…”

Section: Training Staff For Staff Mental Healthmentioning

confidence: 99%

Te Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?

Bunn¹,

Turner²,

Macro³

2019

Psych. Rus.

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Background. Supporting pupils' social, emotional, and mental health (SEMH) development is a task that schools are expected to undertake in England, yet many staff members find it challenging due to their belief that they don't possess the necessary skills.Objective. To evaluate a commercially available, training resource, The Wellbeing Toolkit, aimed at raising the skills of adults working with children in the SEMH area.Design. The Toolkit was adapted and used as training material by a professional team comprised of educational psychologists, clinical psychologists, and specialist teachers, for schools within an eastern region in England. A mixed methodology was employed to evaluate the usefulness of the Toolkit as a training resource, as well as its perceived effectiveness in raising the skills of school professionals working within the SEMH area. Qualitative as well as quantitative data was gathered from the two groups participating in training, as school staff delegates, and as facilitators of training delivery. Descriptive statistics and content analysis were used for data analysis.Results. The findings suggest evidence of improved skills and knowledge in the area of SEMH, with some specific impact on delegates' practice. Implications for practice are discussed.

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Section: Training Staff For Staff Mental Healthmentioning

confidence: 99%

Te Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?

Bunn¹,

Turner²,

Macro³

2019

Psych. Rus.

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“…Many questioned their capacity to access and deliver reliable youth-appropriate educational material and expressed further frustration at the difficulties faced when trying to secure professional help for a young person in their care. To explore these issues further, we conducted an online survey with teachers in Birmingham 27. One hundred and sixty secondary schools in the Birmingham Local Education Authority (LEA) were approached in November 2010.…”

Section: Schoolspacementioning

confidence: 99%

“…To explore these issues further, we conducted an online survey with teachers in Birmingham. 27 One hundred and sixty secondary schools in the Birmingham Local Education Authority (LEA) were approached in November 2010. A total of 320 teaching staff responded to the survey over a 3 month period (58% female and 39% male, of predominantly white British heritage (87%); 72% between the ages of 26 and 55 years).…”

Section: Schoolspacementioning

confidence: 99%

Listen and learn: engaging young people, their families and schools in early intervention research

Connor

2017

Med Humanities

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Recent policy guidelines highlight the importance of increasing the identification of young people at risk of developing mental health problems in order to prevent their transition to long-term problems, avoid crisis and remove the need for care through specialist mental health services or hospitalisation. Early awareness of the often insidious behavioural and cognitive changes associated with deteriorating mental well-being, however, is difficult, but it is vital if young people, their families and those who work with them are to be fully equipped with the skills to aid early help-seeking. Our early intervention research continues to highlight the necessity of engaging with and listening to the voices of young people, families and those who work with children and young people, in developing greater understanding of why some young people may be more at risk in terms of their mental health, and to provide children and young people with the best mental health support we can. Collaborative working with young people, their families and those who work with them has been an essential dimension of our youth mental health research in Birmingham, UK, enabling us to listen to the personal narratives of those with lived experience and to work alongside them. This paper highlights some of our key studies and how we have endeavoured to make intra-agency working successful at each stage of the research process through increasing use of digital and youth-informed resources to engage young people: a methodology which continues to inform, guide and develop our early intervention research and implementation.

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“…Self-care is vital if teachers are to provide the highest quality educational and emotional support for the adolescents in their care. Findings from a survey of teachers highlighted the negative impact that work-related stress may have on their capacity to facilitate early identification and intervention strategies with regard to the mental wellbeing of their students [ 28 ]. A recent survey of teachers and young people in England and Wales concluded that poor mental wellbeing in teachers may impact on the mental wellbeing of their students [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

“…A recent survey of teachers and young people in England and Wales concluded that poor mental wellbeing in teachers may impact on the mental wellbeing of their students [ 29 ]. Indeed our own teacher survey in 2017 found that poorer mental wellbeing in teachers may specifically compromise their capacity and willingness to provide student support for their mental wellbeing [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

The COV-ED Survey: exploring the impact of learning and teaching from home on parent/carers’ and teachers’ mental health and wellbeing during COVID-19 lockdown

et al. 2022

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Background Following the emergence of COVID-19 in the UK, on March 18th 2020 the majority of schools in England closed and families and teachers were tasked with providing educational support for children and adolescents within the home environment. Little is known, however, regarding the impact of remote teaching and learning on the mental wellbeing of parents/carers and teaching staff. Methods The Coronavirus Education (COV-ED) online survey explored the practicalities of learning and teaching from home for 329 parents/carers and 117 teachers of 11–15 year old adolescents in England, during June/July 2020, and the associated impact on their mental wellbeing. Participants were recruited through schools and via University of Warwick social media channels. Data was analysed using a series of Multiple Linear and Multivariate Regressions. Results Despite coping well with the challenges of remote learning, a third of teachers reported below average mental wellbeing on the Warwick-Edinburgh Mental Wellbeing Scale. Multivariate regression revealed that wellbeing was associated with access to resources and confidence to teach from home. Almost half of parents/carers surveyed reported below average wellbeing. Multivariate regression revealed that poor wellbeing was more common in those who were also working from home and who lacked support for their own mental health. Concerns about their child’s mental health and lack of access to electronic devices and workspace were also significantly associated with the mental wellbeing of parents/carers. Conclusions Whilst young people’s mental health and wellbeing has, and continues to be a national priority, the mental health and wellbeing of the families and teachers supporting them has not previously been explored. Our survey population was of predominantly white British heritage, female and living in the West Midlands UK, therefore, findings should be treated with caution. Findings provide a snapshot of factors that may be of significance to families and schools in supporting the mental wellbeing of those tasked with learning from home. They will help i) increase knowledge and awareness with regard to future support of families and teachers during similar crises; ii) enable the design and development of practical solutions in the delivery of remote teaching and learning; and, iii) help address the mental wellbeing needs of those tasked with supporting adolescents.

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Early intervention and identification strategies for young people at risk of developing mental health issues: working in partnership with schools in Birmingham, UK

Cited by 4 publications

References 37 publications

Te Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?

Te Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?

Listen and learn: engaging young people, their families and schools in early intervention research

The COV-ED Survey: exploring the impact of learning and teaching from home on parent/carers’ and teachers’ mental health and wellbeing during COVID-19 lockdown

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