28 – 30 July 2015

The Wellbeing Tool Kitfor professionalsworking with childrenand young people- A programme ofprofessionaldevelopment topromote and maintainresilience and personaleffectiveness

For more information and to order your Wellbeing Toolkit 2 visit: www.nurturegroups.org/publications/programmes/wellbeing-toolkit-2

The WellbeingTool Kit

Dr Tina RaeProfessional and Academic tutor University of East LondonDoctorate in Educational and Child PsychologyAuthor and Educational ConsultantDr Tina Rae has an MA degree in Education and an MSc degree in ProfessionalEducational Psychology, and a Doctorate in Applied Child and EducationalPsychology. She has over 30 years’ experience working with children, adults andfamilies in both clinical and educational contexts within local authorities andspecialist educational services. She is currently working as a consultanteducational Psychologist in a range of SEMH and mainstream contexts and asan Academic and professional tutor at the University of East London. She is aregistered member of the Health and Care Professions Council and a fullmember of the British Psychological Society. She is also a member of SEBDA(Social Emotional and Behavioural Difficulties Association), ENSEC (EuropeanNetwork for Social and Emotional Competence) and a former trustee of theNurture Group Network (NGN).

She is a prolific author and has written extensively on topics such as wellbeing,attachment, emotional literacy, behavioural problems, anger and stressmanagement, critical incidents, cognitive behavioural therapy, motivationalinterviewing, solution focused grief therapy, loss and bereavement in youngpeople, youth offending and social skills development. She also contributesregularly to conferences both in the UK and worldwide.

A NEW PUBLICATIONfrom Nurture Group Network(NGN)

About the author

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The Wellbeing

www.nurturegroups.orgA culture change?In June 2015, the National Institute for Health and CareExcellence (NICE) published new guidelines entitledWorkplace Policy and Management Practices to Improvethe Health and Wellbeing of Employees. Among therecommendations NICE makes is to have a supportbase in place for all teaching staff and to makehealth and wellbeing a core priority for seniormanagement.

A paradigm changeWellbeing for both students AND teachers can no longerbe seen as a ‘fluffy’ concept. Wellbeing in schools is afundamental prerequisite for healthy, constructive andproductive quality teaching and learning. Both studentsand teachers need to be supported, fit and well to beinspired and inspiring. This does not happen without theright support mechanisms and mindsets for all involvedin the teaching and learning process.

Topic 1 Understanding and assessing your mental health and wellbeing

Topic 2 Developing a growth mindset

Topic 3 Understanding the impact of trauma and how to utilise psychological debriefing

Topic 4 The role of emotional literacy in your life

Topic 5 How to be an emotion coach

Topic 6 Understanding the impact of bereavement

Topic 7 Managing your stress – building your tool box

Topic 8 Understanding issues of vicarious trauma when supporting children and young people with mental health difficulties

Topic 9 Defining and asserting yourself

Topic 10 Managing conflict

Topic 11 The resilience snake – building resilience using key tools of positive psychology

Topic 12 Using strategies from cognitive behaviour therapy to build resilience

Topic 13 Using strategies from appreciative inquiry to support the change process

Topic 14 Using mindfulness approaches to reduce stress

Topic 15 Developing wellbeing through creative activities – creating your ‘flow’ plan

Topic 16 Using tools from neuro-linguistic programming (NLP) to foster a positive mindset in young people

Topic 17 Developing circles of support

Topic 18 Using and developing your communication skills

Topic 19 Using coaching to maintain staff wellbeing

Topic 20 Developing reflective practice

The need for a programme of supportIn the current climate it is therefore more important thanever that we address these issues in a proactive mannerand set up systems of support that ensure individualwellbeing within a supportive and nurturing context –The Wellbeing Tool Kit for Professionals! We only have toreference the above statistics, the number of teachersleaving the profession, and the number of professionalsretiring from teaching and subsequently sufferingphysical and mental ill health to realise how vital theprogramme is.

The 20 sessions in the Wellbeing Tool Kit forProfessionals therefore aims to provide thenecessary resources to enable staff to maintain andfurther enhance their own wellbeing so that, inessence, they can describe themselves as fit, welland flourishing – both personally andprofessionally.

Each of the key topics provides a package of training andresources that includes information leaflets, strategies,skills-based activities, and a powerpoint presentation.

Many families today are exposed to high

levels of daily stress and the incidence of

childhood depression is rising with an

estimated 10% of children in any school

experiencing serious depression. These

young people do not enjoy carefree

childhoods but instead have to cope with

the devastating effects of divorce, exposure

to drugs and bullying, among other

significant stressors. Young people are most

vulnerable to negative emotions and at risk

of developing depression at the age of 11,

when they move from primary to

secondary education (Reivich and Shatte,

2002).

Such factors clearly also increase the level of

stress experienced by teachers and support

staff who are tasked with ensuring young

people’s wellbeing and in removing any

barriers to learning and achievement. This is

coupled with a relentless inspection regime

and a culture of target-setting that many

professionals feel is damaging teachers'

mental health with many reporting

symptoms of stress and exhaustion,

according to the Association of Teachers

and Lecturers (ATL) survey (2014). The ATL

also reports more and more teachers

complaining of ‘unacceptable workloads’

and insufficient support from schools over

‘challenging parents’. More specifically, over

a third - 38% - of school and college staff

reported having seen a rise in mental health

issues among colleagues in the past two

years and 55% said their job had a negative

impact on their own mental health.

Contents

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