mental health and resilience aicha reid senior educational psychologist data label: public

Mental Health and Resilience

Aicha ReidSenior Educational Psychologist

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Workshop contents The importance of context Mental health matters How resilience works So what? Sources of information and support

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Urie Bronfenbrenner1917–2005

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Context...

...Russian dolls and

ever increasing circles

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We all have mental health Good

Not so good

O K

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“Mental health influences how we think and feel about ourselves and others and how we interpret events. It affects our

capacity to learn, to communicate and to form, sustain and end relationships. It also influences our ability to cope with change,

transition and life events…”

Friedli 2004

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Mental health and mental illnessa continuum, not absolutes

Minimal mental health

Maximum mental health

Minimal mental illness

Maximum mental illness

Diagnosis of serious illness but copes well and positive

mental health

No diagnosable illnessor disorder but poor

mental health

No illness or disorder and positive mental health

Diagnosis of a serious illness and poor mental health

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UK statistics

1 in 10 children aged 5-16 suffer from a diagnosable mental health disorder

Between 1 in 12 and 1 in 15 children deliberately self-harm

Nearly 80,000 children suffer from severe depression The number of children aged 15-16 with depression

nearly doubled between the 1980s and the 2000s

Association for Young People's Health 2013

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A life graph

Guess whose celebrityrags to riches story involving

romance and sibling rivalry this is…

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Mental health

Age

‘It fits!!’

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“Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired and success achieved.”

Helen Keller 1880 – 1968

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Resilience Develops through practice. Exposure to difficult situations is necessary to develop the

stamina to deal with them. We can all expect good and bad things to happen through our

lives. We can all develop resilience despite our personal histories. Promoting resilience is no different from promoting positive

normal development. Resilience is complex. In education we need to focus on

things within our influence to change

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Resilience is not fixed

It changes as we develop and as

our circumstances change

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Resilience Building Blocks

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Individual Factors

Positive view of oneself Social skills, friendships Empathy Responsibility Intelligence “I have..., I am..., I can...”

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Family Factors Close bond with at least one other Secure and nurturing Autonomy encouraged (girls) Expression of feelings encouraged (boys) Close grandparents Being valued Sufficient financial resources Parents’ mental health

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Environmental Factors Positive experience of education Secure and nurturing Belongingness Supportive relationships Friendships Being valued Realising strengths Opportunities for personal agency

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What you can do

Offer security

Encourage a positive view of self

Help build and keep friendships

Highlight strengths

Share anyconcerns

“You have...” “You are...” “You can...”

Encourage autonomyand express feelings

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Three good things

What did you notice today that went well? Why did this happen? How can you increase the likelihood of this

happening again or more often?

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Sources of information www.edspace.org.ukEdinburgh mental health information www.moodjuice.scot.nhs.ukForth Valley self-help resource guide www.westspace.org.ukWL services, fact sheets, self-help, training and events www.youngminds.org.ukcharity committed to improving the emotional

wellbeing and mental health of children

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mental health and resilience aicha reid senior educational psychologist data label: public

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