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Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
“Listening Ears” trains staff in approaches designed to prevent problems escalating to crises and promotes a whole school
approach to emotional wellbeing.
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The “Listening Ears Programme” is a proactive approach to support the *increasing numbers of troubled children & young people
in schools.
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Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
1 Green, H., McGinnity, A., Meltzer, H., Ford, T. & Goodman, R.(2004). The mental health of children and
young people in Great Britain. London: Office for National Statistics. 2 Mental Health Foundation (2006) Truth Hurts, Report of the National Inquiry into Self-Harm Among Young People. Publications from the Mental Health Foundation. 3 Office for National Statistics (2004). Census 2001: national report for England and Wales. London: Office for National Statistics. 4 Department for Children, Schools and Families (2009c). Youth cohort study and longitudinal study of young people in England: the activities and experiences of 17 year olds: England 2008. London: DCSF Surhcke M, Pillas D & Selai C (2008) Economic aspects of mental health in children and adults in: Social cohesion for mental wellbeing amongst adolescents. World Health Organisation Regional Office for Europe
Mental Health issues are increasing and having a greater impact on children & young people than ever before.
• 1 in 10 children and young people aged 5 - 16 suffer from a diagnosable mental
health disorder - that is three children in every class (*Metzler 2000).
• Between 1 in every 12 to 15 young people deliberately self-harm2.
• Nearly 80,000 children and young people suffer from severe depression3.
• 60% of children in care have a mental health disorder4
• Children with behavioural or emotional difficulties are less likely to achieve in school and are more likely to be excluded.
• Annual cost of ONE troubled child to the Govt; £11,030 to £59,1305
Josie was 8 years old and in year 3 when her family broke down. She had a brother with learning difficulties and aggressive behaviour. Josie was afraid. Her parents were arguing and her brother was angry. Dad was drinking and Josie became a “school refuser” and her academic levels went down.
Estimated cost for school over one term (12 weeks): *£1,476 per term
• Daily “meet and greet” by TA to encourage attendance @ 60 mins p wk . . . £8
• Class teacher time to talk with child @ 1 hour p wk . . . . . . . . . . . . . . . . . . . . £13
• Class teacher time with parent/s @ 1 hour per week . . . . . . . . . . . . . . . . . . . £13
• Senior Leader time with parent/s @ 1 hour per week . . . . . . . . . . . . . . . . . . £39
• Discussion with Head Teacher about concerns @ 1 hour p wk . . . . . . . . . . . . £50
5 hours per week TOTAL= = Cost: £123 per week
A child like Josie could be helped through listening sessions to prevent risky behaviours developing as well as supporting the parent/s. Supportive sessions could address the concerns of everyone.
3 hours per week for one term @ £8 p hour. . . . . . . . . . . . . . . . . . . . . . £288
* Time will vary depending on CAF/IEP/pastoral preparation, attending and acting upon. The above case study is a broad example, accounting for meetings within the time to give an overview of time/cost of troubled children within schools.
Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
-O
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Opportunity Risk Cost
1. Do nothing
Spend budget on alternative priorities
No support for children
£0
2. Invest in specialist mental health service e.g. CAMHS/Psychology
Meet the needs of children and families
Unsustainable in long term £70 per hr. (will vary on area/service)
3. Pay counsellors/counselling service
Meet the needs of children and families
Unsustainable when budgets decrease
£30-£50 per hr. (will vary depending on qualification/service
4. Invest in “home-grown” option of preventative and early intervention work
Meet the needs of children & families by known adult
Challenging expectations and meeting the increasing level of need
£8-£10 p hr. (depending on level of Teaching Assistant)
Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
Options:
1. Training for staff teams on mental health topics such as; awareness of mental health loss attachment anger family breakdown.
2. Listening ear training for Primary or Secondary school Emotional Wellbeing, including:
- 3 days “listening” training; - 1 day supervision training for SENCo’s - ½ day planning, evaluation and action planning for school emotional wellbeing.
(Includes on going support and consultation)
3. Combination of the above including telephone consultation/advice/supervision.
- All the above are on a bespoke, “needs led” basis -
Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
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Think about: What troubles do children & young people have in your school?
What does your school need to help support children & young people?
Then take action… Call us to discuss the options you need
Request a meeting
Contact: Rachel Rayner T: 07962 229 206 E: [email protected]
Education • B.Sc (Hons) Psychology
(1991-1995)
• M.S.W (USA) Clinical Social Work (2001)
Past Work Experience • School-Based Mental Health
• Child & Adolescent Mental Health Services (UK)
• School Social Work (USA)
• HIV Counselling Services (SA)
• Play Therapy (USA)
• Special Needs / EBD residential schools
• Substance misuse services
• Adult community Mental Health
Why develop School-based Emotional Wellbeing?
• Despite the growing mental health issues and awareness of problems there is a nationwide shortage of specialist mental health services.
• Training can help to reduce the gap between need and provision by specialist services helping tier one staff develop knowledge and skills appropriate to their work with children & young people.
Contact: Rachel Rayner T: 07962 229 206 E: [email protected]