BOOK
Meeting the Mental Health Needs of Learners 11-18 Years
Jonathan Glazzard | Kate Bancroft
(2018)
Additional Information
Book Details
Abstract
The mental health of young people in secondary schools is a current concern.
- Do you feel equipped to identify mental health needs in your learners?
- Do you have the knowledge and understanding to adequately support them?
- Do you understand where your responsibilities start and stop?
This book helps you address these questions and more, providing a range of
evidence-based strategies and tools. It introduces the various risk factors
involved, shows how you can build resilience in your students, and focuses
on identifying and supporting both specific mental health needs and particular
groups of learners.
Jonathan Glazzard is Professor of Teacher Education at Leeds Beckett University. He is the professor attached to the Carnegie Centre of Excellence for Mental Health in Schools. He teaches across a range of QTS and non-QTS programmes and is an experienced teacher educator. Prior to this he was Head of Academic Development at Leeds Trinity University and Head of Primary Initial Teacher Training courses at the University of Huddersfield.
Kate Bancroft
is course leader of the Masters ‘Early Years and Childhood Studies’ degree at Leeds Beckett University and a Senior Fellow of the Higher Education Academy. Her background is in secondary school Physical Education teaching. Across her 7-year career as a teacher she was also a pastoral leader, head of department, head of faculty and an assistant headteacher and worked in four different secondary schools across Leeds, Halifax and Bradford. She joined the Carnegie School of Education as a lecturer in September 2017.
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 | vii | ||
| Introduction | 1 | ||
| Chapter 1 Factors that put young people at risk | 3 | ||
| Chapter objectives | 4 | ||
| Introduction | 4 | ||
| Risk factors in the school | 4 | ||
| The social and emotional environment in school | 5 | ||
| Teacher–pupil relationships | 6 | ||
| Critical questions | 7 | ||
| Curriculum, teaching and learning | 8 | ||
| Critical questions | 8 | ||
| Student voice | 9 | ||
| Social contexts: peer influences | 10 | ||
| Critical questions | 12 | ||
| Social isolation | 14 | ||
| Critical questions | 15 | ||
| The political context: exam stress | 15 | ||
| Critical questions | 17 | ||
| Family factors | 17 | ||
| Case study | 19 | ||
| Critical questions | 19 | ||
| Case study | 20 | ||
| Cultural contexts | 20 | ||
| Critical questions | 20 | ||
| Community factors | 21 | ||
| Within-person factors | 22 | ||
| Summary | 22 | ||
| Further reading | 23 | ||
| Chapter 2 Identifying and supporting young people with anxiety and depression | 25 | ||
| Chapter objectives | 26 | ||
| Introduction | 26 | ||
| Factors that result in anxiety and depression | 26 | ||
| Types of anxiety and depression | 28 | ||
| Exam stress and anxiety | 29 | ||
| Critical questions | 30 | ||
| Separation anxiety | 30 | ||
| Generalised anxiety disorder | 30 | ||
| Social phobia | 31 | ||
| Critical questions | 31 | ||
| Specific phobias | 31 | ||
| Critical questions | 32 | ||
| Mild depression | 32 | ||
| Major depression | 32 | ||
| Bipolar disorder | 33 | ||
| Seasonal affective disorder | 33 | ||
| Postnatal depression | 33 | ||
| Identifying anxiety and depression | 33 | ||
| Critical questions | 34 | ||
| Supporting young people who have experienced grief or loss | 35 | ||
| Evidence-based approaches to support young people | 36 | ||
| Cognitive behaviour therapy | 36 | ||
| School-based counselling | 36 | ||
| School nurse | 36 | ||
| Peer support | 37 | ||
| Solution-focused coaching | 38 | ||
| Signposting for further advice | 38 | ||
| Case study | 40 | ||
| Case study | 41 | ||
| Critical questions | 41 | ||
| Summary | 42 | ||
| Further reading | 42 | ||
| Chapter 3 Identifying and supporting young people with conduct disorders | 43 | ||
| Chapter objectives | 44 | ||
| Introduction | 44 | ||
| Factors that result in conduct disorders | 45 | ||
| Family factors | 45 | ||
| School factors | 45 | ||
| Individual factors | 46 | ||
| Types of conduct disorders | 47 | ||
| Conduct disorder | 47 | ||
| Oppositional defiant disorder | 48 | ||
| Hyperkinetic conduct disorder | 48 | ||
| Case study | 49 | ||
| Critical questions | 49 | ||
| Identifying conduct disorders | 49 | ||
| Evidence-based approaches to supporting young people | 50 | ||
| Signposting for further advice | 52 | ||
| Critical questions | 52 | ||
| Critical questions | 53 | ||
| Critical questions | 54 | ||
| Case study | 54 | ||
| Critical questions | 55 | ||
| Summary | 56 | ||
| Further reading | 57 | ||
| Chapter 4 Identifying and supporting young people who self-harm | 59 | ||
| Chapter objectives | 60 | ||
| Introduction | 60 | ||
| Factors that result in self-harm | 61 | ||
| Critical questions | 61 | ||
| Critical questions | 62 | ||
| Types of self-harm | 63 | ||
| Identifying self-harm | 63 | ||
| Evidence-based approaches to support young people | 65 | ||
| Managing adult reactions | 65 | ||
| Reducing stigma | 65 | ||
| Critical questions | 66 | ||
| Managing a disclosure | 66 | ||
| Peer support | 67 | ||
| School nurse | 67 | ||
| Speaking to a doctor | 68 | ||
| Relaxation techniques | 68 | ||
| Mindfulness | 68 | ||
| Critical questions | 69 | ||
| Physical activity | 69 | ||
| Signposting for further advice | 69 | ||
| Speaking to the parents | 70 | ||
| Case study | 71 | ||
| Critical questions | 72 | ||
| Case study | 72 | ||
| Summary | 73 | ||
| Further reading | 73 | ||
| Chapter 5 Identifying and supporting specific at-risk groups | 75 | ||
| Chapter objectives | 76 | ||
| Introduction | 76 | ||
| Helping meet the mental health needs of care leavers | 76 | ||
| Critical questions | 79 | ||
| Helping those who experience domestic abuse | 79 | ||
| Helping those involved in gang-affiliated culture | 82 | ||
| Case study | 83 | ||
| Critical questions | 84 | ||
| Helping refugees and asylum seekers | 85 | ||
| Summary | 88 | ||
| Further reading | 89 | ||
| Chapter 6 Supporting young people who identify as LGBT | 91 | ||
| Chapter objectives | 92 | ||
| Introduction | 92 | ||
| The interplay between ‘coming out’ and a young person’s mental health | 93 | ||
| Critical questions | 94 | ||
| How to support inclusion for young people identifying as LGBT | 94 | ||
| Developing an inclusive curriculum | 94 | ||
| Critical questions | 96 | ||
| High-quality sex and relationships education | 96 | ||
| Critical questions | 97 | ||
| High-quality counselling and TALK THERAPIES | 97 | ||
| Protecting against the significant risks posed by online behaviours | 98 | ||
| Critical questions | 100 | ||
| Case study | 100 | ||
| ‘Risking it anyway’ | 100 | ||
| Further advice and specialist support | 101 | ||
| Summary | 102 | ||
| Further reading | 103 | ||
| Chapter 7 Identifying and supporting young people who experience bullying | 105 | ||
| Chapter objectives | 106 | ||
| Introduction | 106 | ||
| Critical questions | 106 | ||
| What is bullying? | 106 | ||
| Types of bullying | 107 | ||
| Physical bullying | 108 | ||
| Verbal bullying | 108 | ||
| Critical questions | 108 | ||
| Social and emotional bullying | 108 | ||
| Sexual bullying | 109 | ||
| Sexism | 110 | ||
| Homophobia, biphobia and transphobia | 110 | ||
| Critical questions | 111 | ||
| Case study | 112 | ||
| Critical questions | 112 | ||
| Racism | 112 | ||
| Disablist bullying | 113 | ||
| Cyberbullying | 113 | ||
| Harassment | 115 | ||
| Denigration | 115 | ||
| Flaming | 115 | ||
| Impersonation | 116 | ||
| Outing and trickery | 116 | ||
| Cyberstalking | 116 | ||
| Exclusion | 116 | ||
| Spreading rumours and gossip | 117 | ||
| Threatening behaviour | 117 | ||
| Happy slapping | 117 | ||
| Grooming | 117 | ||
| Inappropriate images | 118 | ||
| Bystander effect | 118 | ||
| Critical questions | 119 | ||
| Signs of cyberbullying | 119 | ||
| The effects of cyberbullying | 120 | ||
| Critical questions | 121 | ||
| Bullying or banter? | 121 | ||
| What strategies can schools use to address bullying? | 122 | ||
| School culture and ethos | 122 | ||
| Peer mentoring | 122 | ||
| Peer listening and counselling | 122 | ||
| Peer mediation | 123 | ||
| Buddy schemes | 123 | ||
| Circle of friends | 123 | ||
| Cyber mentors | 123 | ||
| Bystander training | 123 | ||
| Telling schools | 124 | ||
| Playground charters | 124 | ||
| Closed-circuit television | 124 | ||
| Critical questions | 124 | ||
| Restorative approaches | 124 | ||
| Critical questions | 125 | ||
| Curriculum | 125 | ||
| Reactive approaches | 126 | ||
| Signposting young people | 126 | ||
| Summary | 126 | ||
| Further reading | 127 | ||
| Chapter 8 Supporting mental health needs by working in partnership | 129 | ||
| Chapter objectives | 130 | ||
| Introduction | 130 | ||
| Effective partnership working | 130 | ||
| Working in partnership with young people | 131 | ||
| The United Nations Convention on the Rights of the Child | 131 | ||
| Student voice | 132 | ||
| Peer mentoring | 132 | ||
| Critical questions | 132 | ||
| Identifying needs and monitoring impact | 133 | ||
| Case study | 133 | ||
| Critical questions | 134 | ||
| Partnerships with parents | 134 | ||
| The mental health needs of parents | 134 | ||
| Identifying needs in partnership with parents | 136 | ||
| Parental participation in setting goals | 136 | ||
| Parental participation in reviewing progress | 136 | ||
| Critical questions | 137 | ||
| Case study | 138 | ||
| Critical questions | 138 | ||
| Partnerships with external agencies including the voluntary sector | 138 | ||
| The role of Child and Adolescent Mental Health Services | 139 | ||
| Referrals to CAMHS | 140 | ||
| Educational psychology services | 142 | ||
| School-based counselling services | 142 | ||
| School-based health services | 143 | ||
| Social care | 143 | ||
| The voluntary sector | 144 | ||
| Signposting for further support | 144 | ||
| Summary | 145 | ||
| Further reading | 145 | ||
| Conclusion | 147 | ||
| References | 149 | ||
| Index | 155 |