Additional Information
Book Details
Abstract
- Is mental health provision a concern in your school?
- Are you looking to develop a whole school approach to mental health issues?
- Do you need targeted, evidence-informed strategies?
This book emphasises the importance of creating a whole school culture which promotes a positive attitude towards mental health. Suitable for both primary and secondary school teachers and leaders, it provides you with concise, practical guidance to help improve your existing mental health provision, all backed by the latest research.
Jonathan Glazzard is Head of Academic Development at Leeds Trinity University. In this role he is responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was awarded a National Teaching Fellowship in 2015 for having demonstrated an outstanding contribution to learning and teaching in higher education. Prior to undertaking his current role Jonathan was Head of Primary Initial Teacher Training courses at the University of Huddersfield. He is a qualified teacher and taught in primary schools before moving into higher education.
Rachel Bostwick is the Multi Academic Trust Operational Consultant at the Carnegie Centre of Excellence for Mental Health in Schools, which exists to strengthen the mental health of the next generation by supporting schools to make a positive change at all levels.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the series editor and authors | vi | ||
| Introduction | 1 | ||
| Chapter 1 What is mental health? | 3 | ||
| Chapter objectives | 4 | ||
| Introduction | 4 | ||
| What is mental health? | 5 | ||
| Critical questions | 7 | ||
| Legal responsibilities | 7 | ||
| Critical questions | 8 | ||
| Mental health and academic attainment | 8 | ||
| Critical questions | 9 | ||
| Mental health in primary schools | 9 | ||
| Conduct disorders | 9 | ||
| Anxiety | 10 | ||
| Attachment disorders | 10 | ||
| Critical questions | 10 | ||
| Case study | 11 | ||
| Critical question | 11 | ||
| Critical questions | 12 | ||
| Mental health in secondary schools | 12 | ||
| Depression | 12 | ||
| Self-harm | 13 | ||
| Eating disorders | 13 | ||
| Critical questions | 14 | ||
| Case study | 14 | ||
| Summary | 16 | ||
| Further reading | 17 | ||
| Chapter 2 Promoting a whole school approach to positive mental health | 19 | ||
| Chapter objectives | 20 | ||
| Introduction | 20 | ||
| Promoting a positive school culture | 21 | ||
| The leadership of mental health in schools | 22 | ||
| Promoting positive teacher mental health | 22 | ||
| Embedding mental health within school policies | 25 | ||
| Case study | 25 | ||
| Prejudice-based bullying | 26 | ||
| Embedding mental health into the curriculum | 27 | ||
| Case study | 28 | ||
| Identifying mental health needs | 29 | ||
| Staff training | 29 | ||
| Monitoring and evaluating pupils’ mental health | 29 | ||
| Emotional literacy | 30 | ||
| Case study | 30 | ||
| Developing a positive sense of ‘self’ | 31 | ||
| Building resilience | 31 | ||
| Case studies | 32 | ||
| Resilience: Primary | 32 | ||
| Resilience: Secondary | 33 | ||
| Promoting positive use of social media | 33 | ||
| Benefits of social media | 34 | ||
| Risks of social media | 34 | ||
| Bullying and social media | 35 | ||
| Critical questions | 36 | ||
| Summary | 36 | ||
| Further reading | 37 | ||
| Chapter 3 Targeted interventions | 39 | ||
| Chapter objectives | 40 | ||
| Introduction | 40 | ||
| Identifying needs | 40 | ||
| Pastoral provision | 42 | ||
| Peer ambassadors | 42 | ||
| Critical questions | 43 | ||
| Case study | 43 | ||
| Counselling | 44 | ||
| Critical questions | 44 | ||
| Chapter 4 Working in partnership with professional service teams | 51 | ||
| Chapter objectives | 52 | ||
| Introduction | 52 | ||
| The role of Child and Adolescent Mental Health Services | 52 | ||
| Critical questions | 53 | ||
| The role of educational psychology services | 53 | ||
| The role of school-based counselling services | 55 | ||
| Critical questions | 56 | ||
| Case study | 56 | ||
| The role of social care | 57 | ||
| The role of school-based health services | 58 | ||
| Critical questions | 58 | ||
| Effective partnership working | 59 | ||
| Critical questions | 59 | ||
| Information sharing | 59 | ||
| Critical questions | 60 | ||
| School budgets | 60 | ||
| Theories of collaboration | 61 | ||
| Case study | 62 | ||
| Summary | 62 | ||
| Further reading | 63 | ||
| Chapter 5 Working in partnership with parents and carers | 65 | ||
| Chapter objectives | 66 | ||
| Introduction | 66 | ||
| School culture | 66 | ||
| Chapter 6 Working in partnership with children and young people | 79 | ||
| Chapter objectives | 80 | ||
| Introduction | 80 | ||
| The UN Convention on the Rights of the Child | 80 | ||
| Leadership and management | 81 | ||
| School ethos and environment | 81 | ||
| Curriculum, teaching and learning | 82 | ||
| Student voice | 83 | ||
| Staff development, health and well-being | 83 | ||
| Identifying need and monitoring impact | 84 | ||
| Working with parents/carers | 85 | ||
| Targeted support | 86 | ||
| Developing pupil participation in primary schools: exclusion | 86 | ||
| Critical questions | 87 | ||
| Case study | 87 | ||
| Critical question | 88 | ||
| Developing pupil participation in secondary schools: social media | 88 | ||
| Case study | 90 | ||
| Critical questions | 91 | ||
| Summary | 91 | ||
| Further reading | 92 | ||
| Chapter 7 Managing referrals | 93 | ||
| Chapter objectives | 94 | ||
| Introduction | 94 | ||
| When is it appropriate to make a referral? | 94 | ||
| Critical questions | 95 | ||
| Consent | 96 | ||
| Critical questions | 97 | ||
| Preparing for a referral | 97 | ||
| Case study | 99 | ||
| Critical questions | 100 | ||
| When is it not appropriate to make a referral? | 100 | ||
| Conclusion | 105 | ||
| Ways forward | 105 | ||
| References | 111 | ||
| Index | 121 |