Teaching And Supporting Students with Poor Mental Health

1. Teaching And Supporting Students with Poor Mental Health A.C.Baker (Deputy Director Disabilities) Jan 06

2. Teaching and Supporting Students With Poor Mental Health Possible Causes Social Pressures Stress Abuse Generic Predisposition Birth Weight Environmental Triggers Learned Behaviour Mental health Bullying Unemployment Environmental Factors Medical Factors

3. Skills I will need (The Teacher) • As a practitioner one should ensure that you are able to deliver a consistent quality service to all of your students, even more so if your students have poor mental health problems. • Consistent – Reliable – Dependable, key words that relate to services / requirements for students with mental health needs. • Identified on the next slide are some of the Key Skills identified by service users.

4. Key Skills Five Key skills to aid a successful Lesson • Patience • Empathy • Awareness • Knowledgeable • Innovation

5. (Patience) • Patience • Be aware that your students may be late for class, (at least they are there, your obviously doing something right) . • Be aware that your students have good and bad days (just like you do, have empathy for their needs) • Try to understand all of your students, what are their coping strategies, (take time to listen and learn from each other)

6. (Being Supportive ‘Empathy’) • Support and Understanding (Empathy) • Listen, watch and discuss the needs of the individual, this strategy pays real dividends as candidates understand that you care. • Try to understand the feelings of social isolation, how may you best help the situation, be prepared to walk the extra mile to support individuals. • Develop exit strategies for your students ( time out to reflect relax and think ) • Be encouraging and supportive at all times, consistency of approach brings rewards.

7. (Awareness) • Awareness • Be Aware of all your students ( Individuality) • Being aware of changing circumstances is a key skill, awareness of the individual needs and you are very often able to avoid potential problems. • Be aware that very often your candidates may suffer from low or very low self esteem, lots of encouragement will assist this situation. • Be aware of your own needs and ensure you attend to them, neglect of yourself is a key failing and will have detrimental effects on your students. • Be aware of support services who are able to support you when the needs arise

8. (Knowledgeable) • Knowledge • Develop your understanding and knowledge of mental health. • Develop knowledge of the support systems / agencies that can offer help and advice i.e. Mind – NIMHE – NHS, (a little help is worth a lot of pity !) • Learn about your individual students (what makes them tick !) knowledge is the key to your success, candidates will appreciate the fact that you bothered to find out about them. • Be Knowledgeable about yourself, understand your limitations, know when to seek help, also be knowledgeable as to where to get it.

9. (Innovative) • Innovation • Use of all teaching methods will bring success, do not be afraid to try something new if the method you are using does not work, the use of video, audio tape etc may support the individual and assist in the recording of evidence • Share best practice with your colleagues, you may find they have the key to the problem, never be afraid to ask for help. • Students will very often offer you the key to the problem speak to them, be prepared tolisten. • The development of user groups may help a great deal, shared experiences and expertise develops everyone.

10. Coping Strategies • Be aware that many of the strategies one will use will be the same as those required in other teaching situations, however you will be required to ensure they are finely tuned to meet the needs of the individual with mental health problems. Teaching strategies will have to consistent across the board to achieve success. • As the teacher do not try to solve all the individuals problems, we are not trained to be therapists, should you require these services then book them in properly. • Use your everyday skills as a teacher to deliver quality provision, always be supportive, caring, genuine and honest, you will need to gain the trust of the individual if you are to be successful. • Take time to build good relationships between yourself and the support agencies, together you will be able to provide a quality service for the student.

11. Coping Strategies • Using the support agencies will be of vital importance to ensure your student is able to maximise their full learning potential, be aware of who the agencies are and try to get names of key personnel, remember both yourself and the agencies are trying to achieve the same Aims (The development of the Individual) • The development of a student / staff user group will be of benefit to all concerned, information can be shared and ideas bounced about, solutions to problems may very easily solved by using the knowledge and expertise of a user group • Publicised information of user groups can provide it’s own rewards, you may find that new members are forthcoming and students or staff with issues may also contact you without fear of labelling • It may have taken a great deal of time and courage for the student to come to you ‘Do not waste this opportunity’

12. Positive Outcomes • The following may provide evidence that the manner in which you have taught and disseminated information to your students has provided a positive outcome. • Students have become relaxed and feel comfortable within the learning environment. • Candidates may show changes in attitude and have increased confidence. • Candidates may become more reliable and consistent, a reduction in lateness and more attentive in lessons. • Improvements in personal presentation may be evident, developments in personal attitudes may also be noticed. • Candidates very often show confidence in the tutor. • Overall improvements in the teaching and learning outcomes ‘The above list is not exhaustive but should provide good indicators that progress is being made, if things do not happen immediately then do not despair, all great journeys started with the first step ’

13. Tips For Teachers • Take time to listen to your students. • Be reliable, consistent and well planned for all sessions and every eventuality • Develop knowledge of mental health and strategies to cope. • Take time to build relationships with the student, their friends and their family, know your boundaries and utilise support if and as required. • Be sensitive to the needs of the individual. • Create opportunities for further learning. • Identify staff training needs for you and your team, build up a bank of specialist resources that may be able to deliver bespoke training. • Always try to create friendly environments. • Be self critical and adjust to the needs of your students. • Set up study groups (good for supporting individuals and groups) • Be observant, keep an eye open for key signs of change with an individual • Be Honest !!

14. Implications of Poor Planning and Liaison • As Managers / teachers etc we have a responsibility to ensure all students are given the opportunity to achieve their maximum learning potential, to ensure this happens we have to limit the disruption of the learning process as much as possible. (Consistency of teaching staff, rooming , time etc) • High levels of stress for staff and individual students will be evident if the planning process is poorly administered, this may also lead to high levels of student or staff sickness. • Breakdown of communication between college, external agencies the family and friends leading to poor or no support for the student. • Ultimately you may destroy the confidence and motivation of the individual leading to an increased level of absenteeism, poor time keeping or worst case scenario the student leaves.

15. Implications of Inadequate Training • Inappropriate staffing expertise to work with vulnerable groups. • Poor management of the learning situation leading to poor curriculum and lost educational opportunities. • Low expectations of individuals and subsequent poor outcomes / achievements leading to loss of valuable funding units. • High levels of stress for students and staff (general loss of motivation for all concerned). • Absenteeism for students and staff (Higher levels than normally expected). • Students or staff becoming disillusioned and leave the college, this leads to the general loss of qualified staff and motivated students (Possibilities of not being able to run provision due to poor numbers or unavailable staff)..

16. Possible strategies for the college to make the educational experience a positive one • The following slides suggest possible strategies that may enable the students to gain and experience a quality learning opportunity . • The list of strategies is not exhaustive or definitive but if implemented should enable the establishment to develop an environment which provides both positive and stimulating experiences and outcomes for all students and staff. • Continuous development is required in all areas of equal opportunities and mental health is a key area requiring attention if barriers are to be overcome.

17. Strategies for the college • Mandatory general awareness raising of Mental Health Issues for (SMT). • Development of outreach provision with external agencies, this will assist in the transition from outside/ outreach provision to main college buildings. • Develop comprehensive levels of support for students and staff with mental health problems (Student Support / Counselling team Mental Health user group etc). • Promotion of good mental health, ensure the college uses preventative strategies to support staff and reduce the likelihood of increased mental health problems, (Stress management courses etc) . • Whole college push to raise profile of mental health.

18. Strategies for the collegectd • Target setting for students with mental health problems ( Recruitment Retention and achievement stats), ensure these statistics form part of the division’s and college’s SAR. • Increased involvement with outside specialist agencies who can assist with generic staff training, SMT training and promoting good mental health. • Dedicated team of staff trained in mental health awareness and associated issues, this may include outside agency staff . • Implement a training plan for all college staff, ensuring the training carries the same status as other areas of Equal Opportunities eg Race Awareness Training.

19. Supporting your students and staff whilst in college ‘A little bit of outside info !!’ • ‘The following slides have been provided by outside agencies and partners with who the college have links’. • Please note that the information offered is for guidance only and does not provide an exhaustive list of solutions or strategies one should use when working with this client group. • Should you have information which could support any work being undertaken by staff working with students with poor mental health then please pass it on. • Remember that any one of us could require support due to poor mental health. • Please note that the info provided should assist individuals as well as the college. • Finally, please note that the college is in a process of developing many forums which are aimed at supporting a variety of underrepresented groups, if you are interested in joining or have knowledge or expertise in any of the areas of development please identify yourself to the nominated leaders.

20. Top Ten Ways To Promote Positive Mental Health In Adult Education • These are some ideas for practical ways in which adult learning providers can promote positive mental health. • 1.Think about the whole organization and how the culture and environment of your organization contributes to mental well-being. • Set up a Well-being Committee within your organization to bring about change. Ensure diverse representation of your Committee – learners, senior managers, tutors etc. Link the work of the Committee to Quality Assurance processes. • Reward initiatives that promote well-being (this could be organised through a Well-being Committee). Establish a monthly competition for teams and departments who do something simple and easy to promote positive well-being eg security staff who make a commitment to smile and greet everybody who enters the building or canteen staff who offer more healthy choices on the menu. • Organise a ‘mental health amnesty’ to allow any staff or learners to come forward to disclose any mental distress without fear of reprisal. • 2.Involve and consult learners (including those who use mental health services). • Ask learners how they think your organisation can promote positive health and well-being. Involve them in developing their ideas and in monitoring the effectiveness of any new initiative. • Set up a forum for learners with mental health difficulties so that you can consult and involve them in developing provision that meets their needs.

21. Ctd • 3.Review your policies and procedures. How effective are they in promoting well-being, or do they contribute to stress and anxiety • Develop policies and procedures that deal with discriminating or abusive behavior eg bullying. Disseminate and ensure that all staff are aware of procedures and know how to deal with incidences. • Are all processes and procedures clear, transparent and speedy? Are learners promptly informed of costs, or on the outcome of claims for access funds? Is there a long waiting time for counseling services? • 4.Develop an audit procedure for ensuring well-being, like a Health and Safety Audit. • Involve learners with disabilities in access audits for physical access and psychological access. • Link up with Trade Union Health and Safety Reps.

22. Ct Ctd • 5.Use positive images and promotional materials • Set up a ‘Health and Well-being’ notice board where you can put up posters, information. • Collect stories and examples of successful people who have mental health needs. • Use resources produced by mental health promotion agencies (eg Mentality) or make contact with your local mental health promotion unit to see what resources they can offer you. • Are there learners or staff with mental health difficulties who are prepared to talk about their experiences or act as a role model? • Recruit staff who have suffered from poor Mental Health • 6. Training and Awareness Raising for Learners and all staff • Offering mental health awareness sessions for all learners and staff. • Training for tutors on positive teaching and learning and supporting learning for students with mental health needs • Training for staff whose role is to specifically support learners with mental health difficulties eg mentoring/supervision. • Establish a support group for tutors to discuss practice and implications for their work. • Use innovative, participatory and fun ways to get positive mental health messages across eg drama, drumming workshops, laughter workshops, stress-busting. • Ensure that all training is based on non-discriminatory and non-stigmatizing values. We all have mental health so avoid a ‘them and us’ approach.

23. Ctd • 7.Use curriculum teams and subjects to raise mental health awareness • How is mental health covered in health and social care subjects? Are sport and leisure students aware of the link between physical health and mental health? Is mental health awareness part of any teacher training courses? Are media or journalism students mental health aware? • Develop a ‘Fighting Anti-Stigma’ course for service users which might cover public speaking, IT, dealing with the media etc. • 8. Ensure that information relating to mental health is easily accessible. • Develop a mental health resource pack for each team with details of local support organisations as well as information on mental health conditions. • Develop a mental health resource pack for learners to be placed in learning centers. • Ensure that information on support is easily accessible eg waiting areas, washrooms, induction packs.

24. Ctd • 9. Celebrate • Use every opportunity to tell as many people as possible, especially Senior Managers, what your service or learners have achieved. • Hold ‘Awards Evenings’ and ceremonies to recognise achievement. • Use dates like World Mental Health Day to celebrate positive mental health, and the talents and achievements of learners. • Use arts, music and food to make events participatory, colourful and nurturing. • 10. Be a SMART worker • Work SMART, do what has to be done, share tasks, and don’t overburden yourself. Be aware and maintain your boundaries. • Set a positive example of healthy working • Building pleasure and fun into work – a lunch date with friends, time to go to the gym, a pampering relaxation session, social events outside of work etc. • SMART ‘Specific, Measurable, Achievable, Realistic and Timed ‘

25. Acknowledgements • Thank you to the following people from the NIACE/NIMHE London Regional Network who contributed to this briefing sheet: • Carol Williams – SLAM, Cherry Stewart – Peterborough College, Emma Bowman – Westminster AES, Gill Davies – City Lit, Glasford Hisfan – Community Education Lewisham, Helen MacKeith – Lambeth College, Hilary Russell – SLAM, Jane Myers – Community Education Lewisham, Junner Powell – Greenwich Community College, Kathryn James – NIACE, Lynne Miller – Central NW London Mental Health Trust, Paul Laffan – Morley College, Sara Stanton – College of North East London, Scott Dawson – Lewisham College, Valerie Hancock – LSC, Wendy Alder – Orpington College. • For further information about the work of the NIACE/NIMHE London Regional Network please contact:

26. For further information about the work of the NIACE/NIMHE London Regional Network please contact: • Kathryn James NIACE21 De Montfort Street Leicester LE1 7GE Tel: 0116 2044281 Kathryn.james@niace.org.uk • Brendan McLoughlin • London Development Centre for Mental Health 11-13 Cavendish Square London W1G OAN Tel: 020 730 72442 brendan.mcloughlin@londondevelopmentcentre.org