Promoting Emotional Health in Torfaen Primary Schools: the Pyramid approach

1. Promoting Emotional Health in Torfaen Primary Schools: the Pyramid approach Lorna Coombes Health Promotion Practitioner – Mental/Emotional Health (Torfaen Local Public Health Team)

2. Pyramid Mission Statement • Pyramid was set up in 1993 to help children of primary school age (5-12 years) fulfil their potential in school and in life by building their self-esteem and resilience. • Their aim is to provide support within community and educational settings to quiet, withdrawn or isolated children who are finding it difficult to integrate or make friends, helping them to develop social and emotional confidence and well-being.

3. Children’s Mental Health “An estimated one in five children experience mental health problems and one in ten have problems that are sufficiently disabling to stop them doing everyday things such as going to school, making friends and functioning productively.” Bright Futures Mental Health Foundation 1999

4. Stage 1: Checking Needs • Strengths & Difficulties Questionnaire (Goodman) – a ‘trigger for action’ • Undertaken by class teacher • Whole class – a preventive safety net • Looks at emotional needs, behaviour, conduct, hyperactivity/inattention, peer relationships and pro-social behaviour

5. Stage 2: Interdisciplinary meeting • Early identification of need • Select help for each child • Bring the experience of all agencies • Learn about risk factors for the school

6. Positive interventions • EWO home visit/ Family support • Medical check-up, referrals to school nurse, GP or speech therapist • SEN curriculum / behaviour management support • Young carers’ support • 1-2-1 support/mentoring • Circle of Friends or out of school activities • Referral to social services, EP, CAMHS • Pyramid clubs

7. Stage 3: Pyramid Clubs • Fun, positive experiences, in a group, with lots of new experiences and chances to develop friendships. Including: • Fun games • Cooking • Circle Time • Art and craft activities • Trained (volunteer) club leaders. • After school for 1½ hours. Clubs take place once a week for ten weeks during the school term.

9. Key ingredients of a Pyramid club • Praise and Recognition – activities that ensure success and recognise each child’s uniqueness • Love and Security – positive relationships in a safe, supportive, non-stigmatising environment • New Experiences – developing skills in relationship building and practical, physical and creative skills through fun activities • Responsibility – sense of ownership and belonging through controlling their club environment

10. Volunteer club leaders • Recruited from local colleges, the community, local employers • CRB checks and references • Trained to plan, manage, evaluate and liaise with schools and parents, and work with children

11. Pyramid Clubs help develop… • A sense of belonging • Confidence through new skills • Friendships • Positive relationships with adults • An increase in ‘emotional literacy’ • The resilience to cope with life’s ups and downs.

12. Who will benefit? Children who: • have poor social skills • are unhappy, fearful, lonely, withdrawn • have low self-esteem and confidence • are experiencing stress • have emotional/mental health problems • are being bullied • have difficulty learning

13. Adam’s Story • Adam was an elective mute. He would walk to school with a parent and his brothers, talking normally until he reached the playground. Here he would stop talking completely, his Mum and brothers included. • He would not speak at all in school but communicated via facial expressions. As he left with his family at home time he would be silent until he reached the playground again, where he would carry on the conversation from the morning. Teachers and other professionals had been working with Adam and his family for many months.

14. Adam’s Story continued • He began attending the club in January 2002. During the third weekly session he began to speak. One of the children commented “But you don’t speak!” He replied “I do at Pyramid Club!” • He began to talk more and more at the club. This continued into the classroom, to the teachers and other staff. Teachers report that he is now “talking all the time, in fact he won’t shut up!”

15. The Evidence Base • The Pyramid model has been independently evaluated by the University of Surrey and the Institute of Education. • These have shown that the approach helps children develop greater self-esteem, be less withdrawn, have better peer relationships, be happier and learn better. • Pyramid are committed to on-going evaluation.

16. Pyramid club children: Showed significantly greater reduction in errors in sentence generation Showed greater improvements in free writing tasks Improved academic performance University of Surrey 1998/9 • 68 children assessed pre and post club • Free writing • Sentence generation • Copying

17. Pyramid in Torfaen • NPHS (Lead Agency) • Education - Healthy Schools • Head Teacher(s) • Education Psychologist • School Health Nursing • NCH • Primary Mental Health Worker • 3 x primary schools

18. Identify link teacher Ensure whole school included Include parents & governors Screening Hold interdisciplinary meetings Tasks for schools • Venue & resources/ parental consent • Pre/post club visit (club leaders, parents) • Support club leaders • Link teacher on site • Contribution to evaluation

19. Summary Pyramid is about prevention through: • Multi-disciplinary partnership • Group-work with a focus on skills and relationships • Using trained volunteers • Sound evaluation • Quality assurance

20. Any Questions ? Lorna.Coombes@nphs.wales.nhs.uk 01495 332307