In partnership with

Feeling Good Week 17-21 June 2013

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Making Surrey a better place

www.surreycc.gov.uk

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Resource Pack

surrey-camhs.org.uk

CS2556 - CAMHS Feeling Good Week 2013 - resorce pack cover.indd 1 05/04/2013 17:55

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Contents Introduction 2 About CAMHS 3 About Healthy Schools 4 Targeted Mental Health in Schools (TaMHS) 5 Competition:

Artwork 6

Song: Extraordinary Me! Extraordinary You! 8 Suggested activities:

Self 10

Friends and family 17

Country and culture 20

Activities for staff 24 Resources and useful links 25 Grants 27

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Extraordinary you: Feeling Good Week, 17-21 June 2013 Celebrating 10 years of feeling good!

Introduction

Welcome to the CAMHS Feeling Good Week (FGW) 2013 resource pack. We have put this pack together to show you how easy it is to get involved in the annual FGW and hopefully provide you with some inspiration!

This year FGW celebrates its 10th birthday – that’s ten years of raising awareness of emotional health issues with children, young people, parents, carers and school staff in Surrey. To celebrate, we’ve filled this resource pack with activity ideas including a special song produced just for FGW, courtesy of Mark and Helen Johnson at Out of the Ark Music. We hope you enjoy singing the song and get involved in the competition on page eight.

One in ten children and young people in Britain suffer from behavioural, mental or emotional disorders that require some sort of professional intervention. There are a range of factors which can impact on emotional wellbeing and FGW aims to help children and young people explore and understand these.

Each year the week has a theme and this year’s is ‘Extraordinary you’. The theme encourages young people to think about what makes them special and unique, as understanding their talents and strengths can boost confidence and self esteem. To help explore this topic, we’ve split the resource pack into three sections – ‘self’, ‘friends and family’ and ‘country and culture’ - to help raise awareness that there are lots of factors which can influence and help make them extraordinary.

Keep in mind the FGW art competition on page six – this is something you can get your class to work on each day and then submit at the end of the week. This year the prize for the winner of each category is a family ticket (four tickets) to Chessington World of Adventures for those aged 12 and below, while runners up will receive a pair of tickets. For those aged 13 and above, the winners will receive a family ticket (four tickets) to Thorpe Park, while the runners up will receive a pair of tickets.

Don’t forget that we also have grants available to help you with your activities – application forms can be found on page 27 of this pack. Grants are allocated on a first come, first served basis so make sure you apply as soon as possible.

We hope that you find this resource pack useful, if you have any questions please contact the CAMHS communications team by emailing camhs@surreycc.gov.uk or calling 0208 541 7739.

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About CAMHS

CAMHS is the Child and Adolescent Mental Health Service in Surrey. We aim to promote emotional wellbeing and deliver preventative mental health services and treatment to children and young people with mental health problems. CAMHS is a partnership between Surrey County Council, NHS Surrey and Surrey and Borders Partnership NHS Foundation Trust, other NHS providers and the voluntary sector. Contact your local CAMHS Professionals’ advisory line: This is for front-line health, education, social care or voluntary workers. Call us to get advice and talk with one of our Primary Mental Health Workers (PMHW) if you’re concerned about a child or young person. They can advise you on whether the case can be referred and where to get more information. West Surrey advisory service: 01483 782200 (Surrey Heath, Runnymede, Woking, Guildford and Waverley) CAMHS Runnymede and Woking: 01932 722561

CAMHS Surrey Heath: 01483 782900

CAMHS Guildford: 01483 783330

CAMHS Waverley: 01483 783330/782200

North east Surrey advisory service: 01784 884817 (Spelthorne, Elmbridge, Epsom and Ewell) CAMHS Elmbridge: 020 8224 7878

CAMHS Epsom: 01372 204120

CAMHS Spelthorne: 01784 884488

South east Surrey advisory service: 01737 287002 (Mole Valley, Tandridge, Redhill and Reigate) CAMHS Mole Valley: 01306 502708

CAMHS Tandridge: 01883 388303

CAMHS Redhill and Reigate: 01737 277701

To find out more about CAMHS visit our website at www.surrey-camhs.org.uk.

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Healthy Schools update The Surrey Healthy Schools project continues to run across the county. The initiative provides a framework for schools to co-ordinate, develop and improve all areas of personal, social and health education (PSHE). This includes emotional health and wellbeing, physical activity, healthy eating and the PSHE curriculum. The Surrey Healthy Schools website is full of information about the scheme and its benefits to the school, pupils and staff. You will also find forms that you will need to complete to achieve the Healthy Schools status and maintain it through the enhancement process. For details visit www.surreyhealthyschools.co.uk. You can also find information about Healthy Schools in the Fronter virtual learning environment under ‘Health and Wellbeing’. The schools which are monitoring their Healthy Schools work most successfully are completing an annual Whole School Review and submitting this to the team. This ensures your school continues to be registered as ‘engaged’ with the process. A number of schools are working to broaden and deepen the Healthy Schools themes within their school to achieve the Surrey Enhanced Plus status. They are using their Whole School Review, along with other relevant information and data sources, to identify specific project work. This project development will take around two years to complete. The end result is targeted provision in one of the Healthy Schools areas as well as the Enhancement award. Regular training sessions are held to support schools through this process and there are Healthy Schools’ network meetings each term. For details, visit http://cpd.babcock-education.co.uk/cpd/. Once a project has been completed, the school then submits a short Whole School Story Template to our team. We will approve it, sometimes after a follow up visit or discussion, with a view to awarding Surrey Healthy Schools Enhanced Plus to the school. For further information and who to contact regarding a visit/support please see below: South East: Liz Griffiths, liz.griffiths@babcockinternational.com South West: Sarah Lyles, sarah.lyles@babcockinternational.com North East: Diana Hansford, diana.hansford@babcockinternational.com North West: Amanda Burrows, amanda.burrows@babcockinternational.com Remember to subscribe to the Surrey Healthy Schools newsletter via the website or Fronter to stay up to date with the team.

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Targeted Mental Health in Schools (TaMHS) Approach The Targeted Mental Health in Schools (TaMHS) Approach in Surrey is an initiative Babcock 4S is supporting the Surrey CAMHS to deliver. It has been running for just over a year and its success and impact is being evaluated through the Royal Holloway, University of London. The TaMHS Approach aims to support schools in their awareness of, and provision for, mental health and emotional health and wellbeing. The main areas of support to schools are: Promotion of the CAMHS advisory telephone lines These lines provide schools with a general enquiry forum when they are considering a non-urgent referral to CAMHS. Often, schools find it difficult to understand why a referral does not meet the criteria. The advisory lines allow schools to discuss the issue with a Primary Mental Health Worker (PMHW) first before making a referral. Opportunity for whole staff training in core mental health awareness The PMHWs and CAMHS Community Nurses for Schools are responsible for delivering this training to those Surrey schools engaged in the TaMHS Approach, of which there are currently approximately 245. There is an emphasis on schools ensuring that all staff attend the training so that everybody has the same level of knowledge and that mental health is viewed as important and valued by the whole school. Further training opportunity in Attachment Theory This training package is usually booked at the same time as the core training mentioned above. Again, it is delivered by CAMHS staff and CAMHS Community Nurses for Schools and looks at what lies beneath the pupil’s behaviour. PMHW presence in schools on a more regular and ‘available’ basis The funding for TaMHS has allowed PMHWs to be out in school communities more often. Over time, there should also be an increase of PMHW presence at multi-agency meetings or other relevant forums. There are network opportunities available for school staff with meetings held each term which feature a variety of input and speakers, all relevant to the TaMHS Approach. TaMHS helps to streamline a lot of work carried out in Surrey schools by Babcock 4S. For example, schools can use TaMHS as their project to achieve Enhanced Plus Healthy Schools status. Schools that have taken part in Restorative Approaches training, Massage in Schools training and/or SEAL projects have been able to make direct links with TaMHS because of the contributions these initiatives make to effective mental health and wellbeing provision at the early stages. To find out more about TaMHS in Surrey, contact Amanda Burrows at amanda.burrows@babcockinternational.com. For TaMHS administration enquiries, contact susan.skinner@babcockinternational.com

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Competition ‘Extraordinary you’ competition details Categories:

o Up to 4 years o 5 to 7 years o 8 to 12 years o 13 to 15 years o 16 to 18 years

How to enter the individual creative work competition Entries to the creative work competition can be a picture, poem, song, sculpture or digital art and should explore this year’s theme - ‘Extraordinary you’. Please note that your entry could be posted on the CAMHS website and used in future CAMHS publications along with your name. Winners and prizes One winner and one runner up will be chosen from each of the five categories. This year the prize for the winner of each category is a family ticket (four tickets) to Chessington World of Adventures for those aged 12 and below, while runners up will receive a pair of tickets. For those aged 13 and above the winners will receive a family ticket (four tickets) to Thorpe Park, while the runners up will receive a pair of tickets. Where to send your entries We can only accept entries that are sent with a completed competition entry form. Please send your entry and competition form: By post to CAMHS artwork competition, Room G29, County Hall, Penrhyn Road, Kingston upon Thames, KT1 2DN By email to camhs@surreycc.gov.uk Deadline for competition entries is 12 July 2013 The winners will be announced in early September 2013

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‘Extraordinary you’ competition entry form 2013 Please write in block capitals. We can only accept entries with competition entry forms attached. Your name:

_____________________________________________________

Your age:

_____________________________________________________

Your class and teacher’s name:

_____________________________________________________

Name and address of your school/youth organisation:

_____________________________________________________

_____________________________________________________

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Kind of school/youth organisation: (PRU, secondary school, primary school, infant etc) _____________________________________________________

Your school/youth organisation’s telephone number:

_____________________________________________________

Your teacher’s email address:

_____________________________________________________

Please let us know a contact name e.g. a parent and an email address or telephone number to ensure we can contact you over the summer holidays if you are selected as a winner. (We will not use this information for any other purpose)

Please send your entry and competition form: By post to CAMHS artwork competition, Room G29, County Hall, Penrhyn Road, Kingston upon Thames, KT1 2DN By email to camhs@surreycc.gov.uk The deadline for competition entries is 12 July 2013

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Song competition - Extraordinary Me! Extraordinary You! New song to celebrate 10 years of feeling good

To celebrate its 10th anniversary, we’ve included a special song composed just for Feeling Good Week by Mark and Helen Johnson at Out of the Ark Music. We’re inviting schools/groups to send a short video clip of their children/young people performing the song for their chance to win an additional £100 grant to use on activities to promote emotional wellbeing within their organisation. How to enter The lyrics are included overleaf and you can download the music at www.surrey-camhs.org.uk or email the team at camhs@surreycc.gov.uk for a CD copy. Enjoy learning/singing the song with your children or young people and then send us a video clip of your group performing just the song’s first verse and chorus. You could use a smart-phone, tablet, digital camera or camcorder to film the clip. Submit your clip using one of the following options:

Email: if your file is below 20MB you can email it to camhs@surreycc.gov.uk. If possible, please zip the file before sending. If your clip is above 20MB either:

Post: save your recording to a DVD and post it to the CAMHS communications team, Room G29, County Hall, Penrhyn Road, Kingston-upon-Thames, KT1 2DN.

Upload: your file to www.wetransfer.com – a free, secure file sending site. Simply upload your file and enter the CAMHS email address (camhs@surreycc.gov.uk) and it will alert us so we can download your clip. If you use this method, please email the CAMHS address above to confirm you have uploaded your file and include the details requested below in case we need to contact you.

For all submissions, please include the following details:

Your organisation’s name The age range of the children featured Your contact details Confirmation that you have parental permission to film the children/young

people featured in your footage. If you have any issues recording or submitting your entry, please contact the team at camhs@surreycc.gov.uk or 0208 541 7739. The deadline for entries is 12 July 2013. The winner will be announced in early September 2013.

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Song lyrics Extraordinary Me! Extraordinary You! By Mark and Helen Johnson Verse 1 We're taking time to stop and celebrate We're going to do the things we can today For living happily For really feeling good! It doesn't have to be a special week To celebrate the fact we're so unique Extraordinary me! Extraordinary you! Chorus So don't go wishing you're someone else,

You can like who you are, And be kind to yourself. We've got each other, so let's all help

And together we will see The good in you and me!

Verse 2 We're taking pride in being who we are We're taking care of everything that's ours For living happily For really feeling good! We've got a message we can sing about And what a difference when we shout it out: Extraordinary me! Extraordinary you! Double chorus Words and music by Mark and Helen Johnson © 2013 Out of the Ark Ltd, Middlesex TW12 2HD

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Suggested activities Our emotional wellbeing can be influenced by a range of factors, from the unique ingredients which make up our spiritual, physical and emotional selves, to our relationships with others and our cultural heritage. In order to promote emotional wellbeing in its fullest sense, it’s important we understand these different factors and nurture all aspects of ourselves. This section of the pack is split into three parts – self, friends and family and country and culture – each packed with activities to help young people explore these themes and understand what makes them extraordinary.

Self Everyone has a unique mix of ingredients that makes them individual, the things that make you, you. Many of these can be ‘internal’ – things that are part of our spiritual, physical and emotional selves. Who we are and how we view ourselves is hugely important. This section explores the idea of self, encouraging children and young people to think about their strengths and talents, as well as their health, feelings and beliefs to help promote positive self awareness. 1. My talents are… Objectives: to promote positive self-awareness Level: primary Materials: art supplies and poster paper Time required: 50 minutes Instructions Supply children with poster paper and some art supplies and instruct them to write their name in the middle of the poster. Hold a class discussion about what talents they may possess, such as hobbies, sports or their role in their family. Then ask the class to fill the poster with their talents. After everyone is finished, ask each child to present their poster to the class by saying my name is… and my talents are… You may like to display the posters in the classroom. 2. Feelings words Objectives: to help children develop vocabulary around feelings Level: primary or secondary, depending on vocabulary chosen Materials: pictures and photographs of people, paper cut into speech bubbles, chunky pens Time required: 30 minutes Instructions

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Sit in a circle or around tables in small groups. Pass around a selection of photographs and pictures (all with people in them either interacting or alone). Discuss the way that the person/people may be feeling by asking children to speculate around what the person might say if they spoke, for example ‘I think the person in my picture would say, give me my ball back’. Write the spoken sentences into thought bubbles around the photos/pictures. Once children have done this, introduce feelings words that support the talking, e.g. the person is saying something that means they might be feeling….frustrated, angry, left

out, excited etc. Make a list of feelings words that go with the pictures and sentences. Share and review the vocabulary with the class. 3. Reflective log Objectives: to encourage reflection – a key skill in emotional resilience and important in raising self-awareness Level: primary and secondary Materials: pens, pencils and a workbook Time required: 30 minutes each day Instructions Start a reflective log with the group and make time to fill it in each day. Remember that the log only belongs to them and is private so be very careful about storage and confidentiality. Allow them to spend time decorating their log with things that represent them personally, such as a family member, hobby or something that inspires them. Below are some questions that you may like to use at the beginning of each session to help them get started. I am happiest when… I like to be alone to… My favourite place is… I am good at… If I could, I would… 4. What makes me, me? Objectives: to encourage deeper thinking about themselves/their sense of self Level: primary and secondary Materials: pens, pencils and paper Time required: 30 minutes Instructions Ask the group to draw images that represent their favourite smells, sounds or sights. Compare these with the group and collate to make a display entitled ‘what makes me, me’. Encourage discussion around what makes us different. Add to the work by exploring favourite places, people, music and so on.

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5. Visualisation Objectives: to help with worries and promote emotional resilience Level: KS2, but could be adapted for KS1 Materials: visualisation script, cushions to lie on Time required: 30 minutes Instructions Ask the children to lie down in a comfortable position and close their eyes. When you read each journey (below), do it slowly and allow plenty of pauses for thinking time. Explain an important part of relaxing is to learn to “switch off” our thoughts. Often, thoughts race around our heads all day, and it is especially important to slow them down and/or switch them off if these thoughts are worrying or upsetting us. Daydreaming is a lovely thing to do and can be very useful in helping us relax. Now, read the following before choosing and reading a journey: “First of all, make sure your body is relaxed and your breathing is even. Think of something which really makes you happy, or of someone you really like. It could be imagining running through long grass, or cuddling a soft furry rabbit. It might be hearing the sound of the sea and birds singing. Or it might be imagining a big red rose in your hand and what it smells like. It could be a good time you had with friends or your family. Imagine anything you like – whatever makes you feel good! In this exercise, you will visit some special places, inside your own mind.” Journey 1 – the Island of Peace In front of you is a sunny beach, with golden sand. The calm sea is a blue-green colour and little waves lap the shore. Along the beach there are tall palm trees and big, colourful tropical flowers. The palm trees are whispering gently in the warm breeze. The sea looks warm, too. You can feel the grains of sand under your toes, all warm. This is your own special place. You lie down on the sand, with your eyes closed. The sand is warm underneath your body. You can feel the warm sun on your face and the little breeze as well. In the distance you can hear the palm trees, still whispering. You can smell the scent of the tropical flowers and hear the waves lapping at the shore. You feel relaxed and at peace and your mind is at rest. Breathe lightly and say the word “Calm” in your head each time you breathe out. Listen to the waves and the palm trees. Now the warm water is further up the beach and you can feel it around your body. It is gently lifting you up and you can feel it around your body. It is gently lifting you up and making you lighter, taking your weight off the sand. You gently float in the warm water. Your breathing is calm and relaxed. Now the water is slowly flowing away and it lets you softly down, down and back onto the warm sand. You can feel the sandy grains underneath your body again and the warm sun on your front. As the water ebbs away, it takes with it the last of your worries. You are at peace and your worries have floated away on the sea. You feel warm, content and safe.

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Spend a few moments enjoying these feelings. Now slowly bring yourself back from the island of peace. Open your eyes gradually and when you are ready, sit up. Journey 2 – The Country House You are in a large, old house, in a downstairs room. The room is light and airy. You are sitting on a big, comfortable sofa. Outside it is a hot summer’s day. The sunlight is streaming through the windows. There are some doors in the room that lead out into the garden. Imagine yourself getting up and walking across the carpet to the doors. The carpet is thick and warm and you can feel it under your feet. You reach the open doors and you can feel the heat of the day. Outside there is a stone pathway and a big green lawn. You step onto the stone pathway and as you do, you feel the warmth of the stones beneath you. You walk forward towards the grass and step onto it. Now you can feel the cool, soft grass under your feet and between your toes. Walk slowly through the garden, feeling the warm sun on your body. You can smell the warm sweet smells of the gardens: flowers and cut grass. It is quiet, except for a gentle rustling of the breeze in the top of the trees and some birds and crickets. In the distance you can hear some water trickling. You start walking towards the sound, slowly enjoying the warmth, the sounds and smells of the hot summer’s day. You come around a corner in the garden and see a fountain. It looks cool and inviting, so you walk to it. You sit on the edge of the fountain. Feel the coolness of the stones as you sit down. Run your hands gently through the water and feel yourself cooling down. Now you slowly get up and begin to walk away from the fountain. The sun is hot and the garden is quiet. You stop under the shade of a big tree and lie down on the grass. You can feel the softness of the grass under your body and the warmth of the air. Off in the distance you can hear the breeze rustling the tops of the trees and birds singing. After a while, you slowly sit up and then start walking back to the house. Walk slowly back to the path that leads to the doors that led you into the garden. As you step onto the path you can feel the warmth of the stones, very different to the coolness of the grass. Walk up the path slowly. As you step from the path into the room, it feels cool and refreshing. Go back to the sofa and sink down into it. Now bring yourself slowly back into this room. Gradually open your eyes and begin to think about the movements you will make to sit up. When you are ready, slowly sit up and make yourself comfortable. Journey 3 – The Cosy Room Here is the beginning of a mind journey, which you can add to yourself. Imagine you are curled up in a big, comfy armchair. You are near a blazing log fire, while rain beats steadily against the window. You feel very safe and relaxed.

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Think about how the chair feels. How does the warmth of the fire feel on your skin? What noises does it make? What about the rain? How does it sound on the window? What else is there in the room? Build up the picture any way you want… maybe with the help of someone else. Children could easily produce their own mind journeys for others. 6. I relax by… Objectives: to think about different options for relaxation and rest Level: secondary Materials: none Time required: 20 minutes Instructions As a structured discussion, share relaxation techniques and activities with each other. Ideas that may come up include:

Exercising Talking on the phone Playing a game (online or otherwise) Attending a club Visiting a relative Cooking Playing with younger siblings

Encourage students to try something new and discuss with them what it is about these activities that help them to relax. 7. If I were… Objectives: to think about our own personality traits Level: any age Materials: none Time required: 20 minutes Instructions Sit in a circle. Play the game, “If I were…” by asking the children various questions, for example: ‘If I were an animal I would be…’ ‘If I were a colour I would be…’ ‘If I were a food I would be…’ ‘If I were a mode of transport I would be…’ ‘If I were a country I would be…’ To enhance reflective skills, ask the children to insert a ‘because’ into their answer, for example: ‘If I were an animal I would be…because…’

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8. Who am I? Mirror activity Objectives: to think about similarities and difference Level: any age Materials: mirrors Time required: 30 minutes Instructions This activity is designed to heighten awareness of self and others. Some children may be very sensitive to it and teachers will need to use discretion and think carefully about who those children are partnered with. In pairs, use the mirrors to observe their own face and that of a partner. Some of the following questions can guide this activity:

The mirror shows you on the outside: is this who you are? Do you think there are lots of things that make you who you are? What are the things that make you, you? How are you the same as everyone else? How are you different? Have you always been this way? Which parts of a person can change?

Do we choose to change?

How would you describe yourself? There may be other useful questions and discussions that arise from this observation task. 9. Create a ‘Me’ commercial Objectives: for students to learn how to accept themselves and promote their best qualities Level: secondary Materials: keep it simple with writing materials, or extend with IT equipment Time required: between one and three hours depending on how you want the finished product to be presented Each student writes a two-minute television commercial. The topic is why someone should hire him/her. The commercial depicts the student's special qualities. After they work on these, the students present their commercials in front of the class. Another variation is for a group of five to create a commercial for each one and then present this in front of the class. With younger pupils you could adapt this by suggesting pupils make a commercial ‘advertising’ themselves as good friends or school council members. 10. What do you know about your personality? Objectives: to promote self-knowledge Level: any age Materials: writing/passport template Time required: 30 minutes – one hour

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Design a personal profile, using words and pictures that describe you. Try to be as creative as you can: design a mock passport, draw and label a picture of yourself, or create a mind map about yourself. Then, assign one of your friends or someone in your class to do one about you. Did you come up with similar results? What was different about your profiles? Why do you think that your profiles were different? 11. Online safety Objectives: to ensure children are aware of safety and privacy online Level: upper KS2 and secondary Materials: none – or an example social networking site screen-grab Time required: 30 minutes It is important to protect yourself and your private information online. Personal information It’s very easy to forget how many people use the Internet. Lots of people put lots of personal details up there without thinking about it. Would you ever walk around with all your personal details written all over your t-shirt? Or put up photographs of yourself in a bikini, trunks or even your pants all over school or at all the bus stops in town for anyone to see? Who should be able to read information about you? What sort of information might you share? What might you not share? If you could write a green cross code for younger children on safety online, what would you include? GPS tracking Some mobile phones now use GPS tracking technology. This means that you can see where you are on a map, and find out through your social networking site if any of your contacts are nearby too. This sounds useful and fun, but stop and think: Are all your contacts people that you know in the real world? Do you really want just any of your contacts to know where you are? Check to see if the application you are using has privacy settings. 12. Come dine with me Objectives: to encourage a balanced diet Level: primary and secondary Materials: kitchen and ingredients Time required: half a day Instructions Speak to your class about the importance of a balanced diet and the positive effect it can have on their fitness, concentration levels and mental wellbeing. Discuss different food groups and the nutritional value of each and then ask the class to think of, prepare

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and cook a nutritionally balanced three-course meal for teachers. Give them the freedom to come up with ideas themselves. This could be done in groups or individually. Judge all the meals and give them a score out of ten based on how nutritionally balanced they are, the taste and cooking skill. The winners are the group with the highest score – they could receive a cookery lesson as a prize. 13. Massage in Schools Have you considered the Massage in Schools programme? It’s a fantastic way to promote empathy, resilience and calm and is suitable for any age. Details are in the useful links section on page 25.

Family and friends As well as investing in ourselves, it’s important we invest in our relationships with friends and family. Being able to interact with people is important to emotional and mental wellbeing as it develops the skills to make and maintain the relationships which shape our lives. Often, the more we put into our relationships, the more we’re likely to get out. How we interact with other people can help influence how we feel, how we see ourselves and ultimately who we are, so our relationships are key to making us extraordinary individuals. 1. Family tree Objectives: to develop a better understand of where you come from Level: KS2 and secondary Materials: paper and pens Time required: 50 minutes Instructions This could be set as a homework task and could be done on paper or online. Encourage the children or young people to explore their family history, looking at their current family members and those from other generations. Children could talk through their family trees in pairs then share things that they found out. 2. Friendship ‘body’ Objectives: to be able to identify the qualities a person has/what makes a good friend Level: KS1 and KS2 Materials: paper/wallpaper and pens Time required: 30 minutes Instructions Using large pieces of paper/wallpaper, draw around a member/members of the class and write in the ‘body’ template about what makes a good friend; how we can be better

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friends; why we like to spend time with our friends, etc. Alternatively, use the body template you have drawn around to write down things about the person that makes them a good friend. 3. Friendship qualities Objectives: to identify friendship qualities in class members Level: KS2 and secondary Materials: paper and pens Time required: 30 minutes Instructions Sit in a circle and explain you are going to think about what makes a good friend. The activity can be done for one class member (sensitively) or as a whole class. It’s important if you do it as a whole class that no-one is left out. For one person Pass around some post-it notes. Each class member writes one positive quality that the selected child has. They then ‘post’ them onto a large piece of paper. The large piece of paper is then given to the selected child. This is a great activity to boost self-esteem but ground rules must be set and sensitivity used around who is chosen. Ensure children only write positive things, even if they need to copy another child’s suggestion. For a group Give each child a piece of paper and ask them to write their name at the bottom. Pass the papers around the circle to the children’s left. Each time a child receives a piece of paper, they look at the name and write a positive comment about the child at the top of the page. Make sure this comment is then folded over, and then pass the paper again, where the same thing happens; check the name, write the comment. By the time there have been about seven to ten passes, the paper will be filled up and the pieces of paper can be passed back to the child for reading. A response discussion can then be carried out. 4. Friendship jigsaw Objectives: To understand the behaviour of being a good friend Level: KS1 and KS2 Materials: Card jigsaw pieces that are pre-cut and will fit back together again and pens Time required: 30 minutes Instructions Make a friendship jigsaw puzzle. Give each child or small group of children a piece of card that has been cut from a larger piece (so that all pieces fit together at the end). On each piece of card, ask the child or group to write down/draw one thing that they have done recently which meant they were a good friend. Ask everyone to bring their piece of

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card to the carpet/a large table and fit the jigsaw back together. Identify the behaviours of a good friend from the sorts of things the class members have done recently. 5. Friendship problem page Objectives: To learn how to support each other; give advice and reinforce what makes friendship strong Level: KS2 and secondary Materials: writing materials/laptops Time required: one hour or 30 minutes in class and 30 minutes homework to make their response Instructions Divide a class into two groups. Ask one group to write a problem page for a magazine about friendship issues and the other half to answer the questions. Encourage the children to use their own experiences to apply the situations to their own lives. 6. Orienteering Objectives: to encourage team working and develop problem-solving skills Level: primary and secondary Materials: flag cards, blindfold Time Required: 20 – 30 minutes Instructions Spread an area e.g. school field with a number of laminated cards with a picture of a flag on them. Divide the children into pairs with one wearing a blindfold and linking arms with their partner. One person is the ‘eyes’ of the pair whilst the other is the ‘feet’, with the person blindfolded having to listen to the instructions of their partner to get the cards and return it to the teacher. 7. Other ideas to support family and friendship:

Host a family day in school. Invite parents/carers, aunts and uncles, grandparents or other special people into school to join in with school life.

Invite pupils to interview their family members or friends (out of school) and to find out interesting and unusual facts about them: their hobbies, their jobs, their favourite joke etc. Put all responses into a hat and pick them out anonymously, asking pupils if they can guess whose family member or friend is being described.

Invite your parent teacher association (or equivalent) to participate in Feeling Good Week. Ask them for their ideas, and invite them into school during the week. Explore how they might like to get more involved in future mental and emotional health promotion ideas.

Children could pick a task from a hat every morning and have to complete it by the end of the day. Some examples of tasks: say hello to someone you wouldn’t normally say hello to, invite someone to sit next to you at lunch, ask someone to

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play with you in the playground, work with someone you are not friends with, sit next to someone new in your lessons.

At the start of a new year, students might not know one another very well or realise what they already have in common. For a fun way to bridge this gap, invite your class to move creatively to lively music. Stop the music periodically and call out a characteristic, such as age, gender, beginning letter of a first or last name, eye or hair colour, or family size. Ask children who fit the characteristic to join hands to create a bridge. Have the class count the number of children in the bridge to "measure" its span (distance) and list it on the board. After several rounds, discuss the similarities your students have discovered about each other.

Ask parents/carers to help their children put together a poster or a collage of family pictures for the pupil to share with the class. Get each pupil to present their poster to the class. Give classmates the opportunity to ask questions about the posters, so they can get to learn more about their classmates. They will learn lots of different families, cultures and much more. In preparation, send a note home to the parents/carers at least one week before you plan to share the posters, pictures, etc.

Country and cultures The places we are from and their associated cultures can have a strong influence on who we are. Having a sense of home, belonging or feeling part of a group can all affect our emotional wellbeing in both positive and negative ways. Cultures, traditions and national identities can bind us together, but they can also illustrate difference and make us feel isolated and excluded. For example, when we find ourselves in a group of people that we are different to, we can feel like an outsider. This section explores the things that make up our cultural and national identities, encouraging difference to be explored and celebrated as something that makes us all unique, and extraordinary. Bake us a Feeling Good Week birthday cake! This year, we’re celebrating 10 years of Feeling Good Week in Surrey, and we’d love you to join the party! How about designing a cake that will celebrate the best things about FGW (either as a class, group or individually)? Get creative with recipes from different cultures as well as experimenting with shape, size, fillings and colour. Photograph your cake or your class enjoying it and send us your picture, using the address or email details at the end of page 28. 1. Describe my culture Objectives: to create an awareness of cultural differences Level: early years foundation stage Materials: no materials required Time required: 30 minutes

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Instructions Ask the children to bring in photos or draw pictures of their family and/or friends and encourage them to describe the cultural activities that they enjoy together. This could be for different cultural celebrations, such as Diwali, Christmas or Eid. 2. Cultural fair – homework task Objectives: to celebrate diversity in your group or class Level: primary Materials: no materials required Time required: 50 minutes Instructions After discussing the different cultures that exist in the classroom or group ask young people to bring something from home that represents their culture such as food, clothing or a photograph. Ask them to discuss this item with their family and then present to the class. 3. Who are you? Objectives: to encourage an understanding of different cultures Level: primary and secondary Materials: map and pins Time required: 50 minutes Instructions To illustrate culture, imagine that an alien has just arrived in school. Give the alien different manners and behaviours so that the group find the behaviours strange. Interview the alien to find out what sorts of things are the same and different, for example ‘what do you like to do to relax?’, ‘which foods do you like to eat on your birthday?’ or ‘in your culture, how do people greet each other?’. Now run the activity again but ask children to be creative and think of ‘silly’ alternatives to tell the alien, e.g. ‘we eat raw fish on our birthdays’, ‘we tap our knees when we say ‘hello’ to someone’ and ‘we bunny-hop backwards to get our exercise!’. After explaining culture as behaviours rather than language and place (although these very often go alongside it), find out the variety of cultures that exist in your class. Some children may have had a different culture as part of their family several generations ago but some of the cultural behaviours may still be tradition within the family. Use a map to place drawing pins in all the different places that form their cultural mix. Then list all the languages that go alongside the cultures. This is a very visual exercise for KS1 pupils but for older children create a table to show place/language and behaviours in addition to the map. This will help them to see how culture differs from just a place a person is from. It also illustrates the importance of culture in a person’s sense of identity.

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4. Researching cultures Objectives: to develop a better understanding of a different culture Level: secondary Materials: internet access Time required: 50 minutes Instructions There may be opportunities to explore a particular culture within the school, group or class, or you might decide to research something different. Use the internet and textbooks to build up a fact sheet about a culture. Children could work in pairs or groups so that opportunities are maximised. 5. Culture and traditions Objectives: to think about culture and tradition Level: KS2 and up Materials: none Time required: 30 minutes Instructions This activity is linked to finding similarities and differences between each other. Please apply a note of caution and sensitivity by ensuring ground rules are set around respecting and valuing others. However, conducted carefully and sensitively, the activity/discussion could help relationships within the class and understanding of others. In a circle, ask children to think of something they always do within their families. Keep it simple such as: celebrate birthdays, go swimming or play football on a Saturday, or do the washing on a Monday. Find some commonalities in simple ways. Explain that cultural traditions are to do with groups of people believing or doing the same things. It doesn’t always link to the country that a person is from. If there are children from countries other than the UK in the class, then briefly highlight the variety of countries in the class. Give the example of birthdays and explain that in most countries people celebrate birthdays. It may not be in exactly the same way for each country, but it is a culturally recognised event. Now explain that there are some activities that are specific to particular cultures – and that these things are often called ‘traditions.’ Give some examples of British traditions such as:

Royal events, for example Royal Ascot Food traditions, for example roast dinners, fish and chips Sporting traditions, for example cricket being the national sport Maypole dancing Wearing poppies

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An internet search will bring up lots of British traditions and traditions from other countries. Search using ‘culture and traditions’. Have the children participated in any of these traditional events before? Can the children think of anything in their own families that belong specifically to their culture or tradition? Ask for examples if children are happy to offer this. Remind children of ground rules where necessary. Questions to consider:

Do our cultural traditions make us a person? How is our nationality different to our culture? Can the class agree on any differences between tradition and culture?

For some definitions on culture and tradition use http://dictionary.reference.com/browse/tradition?s=t 6. Community activity ideas:

Organise a whole school collection of books, clothes and toys to donate to a local children’s hospital or charity shop.

Organise a bring-and-buy sale to raise money for local charities. Volunteer in local old people’s homes, hospital or community centre. Create a ‘living memories’ project working with local elderly residents to develop

an understanding of their origins and history. Invite local residents into the school to talk about their lives and experiences of living in the area.

Invite speakers from local community groups in to speak about their culture and traditions, where appropriate.

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Activities for staff

Self

Looking after your own emotional wellbeing is very important. Making just a few small changes can boost your mood, energy levels and mental health:

Exercise: you could shake it at a Zumba class, go for a bike ride or a long walk or head to your local tennis court with a friend.

Find time to relax: it’s important to take some time out and reduce your stress levels as too much work and not enough time to yourself can cause mental health issues. Try to find ten minutes a day to take some time out.

Do something you enjoy: set aside some time each week to do something you really enjoy. Whether it’s going for a swim, trying out a new recipe or watching a film on the sofa, you will look forward to it and feel good while doing it.

Family and friends

It’s important to have your family and friends around to celebrate success but it’s also vital that they are there when things get tough. You can show your friends, family and work colleagues how much you appreciate them by:

Doing a random act of kindness: give your work colleagues a nice surprise by offering to make them a cup of tea, baking a cake or helping them with their workload or lesson ideas.

Putting together a photo album: to share with your family, friends or workmates. You could use pictures from a holiday, somebody’s birthday or even a school trip - just make sure that they are from a fun event.

Organising a day out: make sure it’s a fun activity that involves being outside in the fresh air. Sharing a laugh will make you feel good and will build relationships.

Country and culture

It’s interesting a get a wider perspective on the world, but it can be easy to overlook the local community where we live or work. Organise an event that will bring everyone together and show off what a great community you’re part of. Try a:

Worldwide food day: get your work colleagues involved and each person to bring in a different dish from around the world for lunch.

Bring and buy sale: ask people to donate any unwanted items and organise a sale to raise money for a local community project.

Fun quiz: bring your community together and raise funds for a local charity. Everyone will feel good about helping out a worthy cause while getting to know each other.

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Resources and useful links

1. An extremely useful one-stop-shop for all things ‘Inclusion’, including emotional health and wellbeing and mental health. Visit www.incentiveplus.co.uk.

2. A personal, social and health education (PSHE) resource website, supported by the Surrey Lions and full of useful resources, including their superb ‘Life Changes’ bereavement resource. Visit www.tacade.com.

3. For schools wishing to develop and embed quality circle time or find useful resources to support their work, this website is always a reliable starting point: www.circle-time.co.uk.

4. SEAL materials are available to download via the Fronter virtual learning environment at www.fronter.com, or via this website link: www.edu.dudley.gov.uk/primary/seal/SEALbox/sealboxhome.htm

5. The Massage in Schools Association provides information about this technique and training courses at www.misa.org.uk, or contact amanda.burrows@babcockinternational.com, (accredited trainer)

6. Young Minds A UK charity committed to improving the emotional wellbeing and mental health of children and young people. Visit www.youngminds.org.uk.

7. Woking Mind A charity providing support for people living in Woking who have difficulties with their mental health, but also a useful resource county-wide, particularly for secondary pupils. Visit www.wokingmind.org.uk.

8. TES website Additional useful materials for KS1 and KS2 can be found via the TES website. You may need to create a login with the TES website in order to look at these resources. Visit http://tes.co.uk/teaching-resources/

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9. Teacher Support Network A social enterprise that provides practical and emotional support to staff in the education sector and their families. Visit www.teachersupport.info.

You can find lots of sources of information on mental health for parents/carers on the Surrey CAMHS website at www.surrey-camhs.org.uk. You can also sign-up to our bi-monthly CAMHS newsletter on the site.

For general mental health information visit Mind, a charity working for better mental health. Visit www.mind.org.uk

For information on nurture groups and the nurture group network visit www.nurturegroups.org.

Time to Change is working hard to end the stigma around mental health and its website provides resources and information for schools. Visit www.time-to-change.org.uk.

For support with all aspects of PSHE and a website that is really useful for older secondary aged young people/6th form students to use themselves visit www.thesite.org.

Please note, both websites and content do change and we strongly recommend you look at these websites/resources prior to passing them on to colleagues and/or students.

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Grants

Grant application form for Surrey CAMHS FGW 2013 Section A – School/youth organisation’s details

Section B – Proposed event details

Events planned for Feeling Good Week:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Age of young people involved: …………………………………………………………

Number of young people involved:..……………………………………………………

Value of grant applied for (see overleaf): ………………………….

What will you use this money for (Please indicate costs of individual resources):

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..................

Name of school/youth organisation:……………………………………………………

Address of school/youth organisation:…………………………………………….. …

………………………………………………………………………………………………………………………………………………………………………………………………

Telephone number: ……………………………………..………………………………..

Contact name: …………………………………………………………………………….

Email address:……………………………………………………………………………..

Role of contact: ……………………………………………………………………………

Would you like to get CAMHS newsletter updates? Yes No (A bi-monthly e-newsletter packed with information about child and adolescent mental health issues including advice and useful resources).

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Method of payment (please tick box)

Via journal transfer. Please provide your cost centre number

……………………………………………………………………………………………… Via BACS transfer. Please provide your billing address, account number and sort code

………………………………………………………………………………………………

………………………………………………………………………………………………

If you have any problems with payment methods please contact the CAMHS communications team by emailing camhs@surreycc.gov.uk or 020 8541 7739.

Section C – Application criteria

FGW grants are to help schools and youth organisations to: o Fund activities during the week that help to develop emotional literacy o Buy resources that can be used in other projects throughout the year o Provide cover for an existing staff member to run an activity outside their

usual teaching schedule o Fund a visit from a speaker or professional to run a workshop

Only one grant application will be considered per school or youth organisation. Grant allocation

Grants are allocated on a first come, first serve basis. In the past all grants have been allocated by 31 May.

Value of grants Secondary schools and youth organisations working with teenagers

We have reserved 30 grants for £150 for this group. This is because we want to encourage the involvement of teenagers in FGW.

Once the 30 grants at £150 have been allocated, secondary schools and youth organisations will be offered one of the 100 grants at £70.

Primary schools and youth organisations working with younger children

There are 100 grants available at £70.

Return completed application forms By post: CAMHS Feeling Good Week grants, Room G29, County Hall, Penrhyn Road, Kingston upon Thames, KT1 2DN By email: camhs@surreycc.gov.uk Questions? Contact the CAMHS communications team on 020 8541 7739 or email camhs@surreycc.gov.uk

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