English: Thank you. I know there are some Members who attended the launch of the 'State of Child Health Report 2017' that the Royal College of Paediatrics and Child Health organised, who have seen that video, but I did think that it was definitely worth giving it wider viewing. I'd like to thank Naomi Lea and the Fixers organisation for allowing us to show that film today, which is called 'Spot the Signs', and, in a very simple but effective way, it encourages us all to ask ourselves the question: would we know the signs if we saw them? So, I welcome the opportunity today to talk about a subject that I feel very passionately about and one that is vitally important for all of us, as parents, carers and educators - how we develop emotional resilience in our children and young people. And I'm very pleased to give a minute of my time to Angela Burns today. Mental health problems affect about one in 10 children and young people, with nearly half of all mental health problems beginning by the age of 14. I'll just repeat that: nearly half of all mental health problems begin by the age of 14. That is a statistic that should concern every one of us. Twenty-four hour social networking, increasing exam stress, and a body-obsessed culture are just a few examples of how modern society can negatively affect the mental health and well-being of our children and young people, and demonstrates the pressing need to address this. Many of us will, at some point throughout our lives, have to deal with and mange problems of poor mental well-being. For some, coping may come naturally, but for others, they may need to learn or be taught how to build emotional resilience. It is therefore incredibly important that young people are taught how to develop positive coping strategies and that they learn how to take charge of their own emotional health. We as elected representatives are, unfortunately, too familiar with young constituents who've been referred to specialist child and adult mental health services, some of whom still wait far too long for assessment and treatment. The previous health Minister said that children's mental health is everyone's business, and in that, he is absolutely right. He told the previous children's committee, when discussing the long wait for CAMHS services that the CAMHS end of the service is the clinical end of the service; it is not intended, nor was it ever intended to be the whole answer to young people who are experiencing difficulties as they are growing up, and whose mental well-being needs to be attended to. He said that he was always anxious that drawing a young person into specialist mental health services labels them in a way that lives with them for a very long time during their lives and that we are by no means at a point where such a label does not have costs with it in terms of stigma and other impacts on people's lives. So, we should always be attending to that borderline to make sure that those people who need a CAMHS service get it and those young people whose needs can be better attended to by the more universal and general services get the help that they need there. So, the support that young people can access before specialist CAMHS is absolutely crucial. The commitments and priority that the Welsh Government has placed on tackling and developing more effective mental health provision for children and young people, through the Together for Children and Young People programme, is to be welcomed. I know that I, along with other AMs, will continue to closely monitor the progress of the programme to ensure that it delivers that crucial timely access to all specialist CAMHS. But the programme also includes very welcome work streams to promote universal resilience and well-being and to promote early intervention and support for vulnerable children and young people. But I would argue that this work needs to be taken forward with much greater urgency in a genuinely cross-cutting way across Welsh Government. There needs to be a recognition that, for many of our young people, a referral to specialist CAMHS means that we have already failed to support them when they need it most. The introduction and embodiment of emotional resilience early in a child's life, through school, youth work settings, and out-of-school clubs, is vital to preventing future problems for our young people. We need to make that early intervention a reality in Wales. Emotional health programmes in schools, an embedded public health approach, and mandatory inclusion of emotional health and well-being within the curriculum, could all help reduce the burden placed on our already stretched CAMHS services. Indeed, the title of the 2001 Welsh Government's CAMHS strategy, 'Everybody's Business' sums up the importance of this issue and that it cannot just be seen as an NHS matter. In fact, the 2001 strategy had a whole chapter on schools, demonstrating their important role. It's something that's been recognised for many years, but it is also clear that we have much more progress to make on this. In Wales, we have a great opportunity, through the Donaldson review of the curriculum, to drive forward and embed a resilient approach that could introduce a new culture of change and tackle the stigma attached to mental health earlier on. Although the recommendations by Donaldson include an approach to health and well-being, without the right support for teachers to deliver it on the ground, it simply will not happen. Currently, initial teacher training providers have flexibility in the way they design and deliver their programmes, with no input from the Welsh Government on the content of the courses, nor is there information available in the public domain on the extent to which initial teacher education providers in Wales are including mental health issues as part of qualified teacher status. As a result of the recommendations in the Furlong report, we have an opportunity to improve the quality of initial teacher training courses and ensure that they are aware and trained from the outset. Indeed, prior to the last election, the Welsh Government showed every sign of having grasped the opportunity presented to us, by taking Furlong and Donaldson together and creating a new career path for teachers as guidance teachers. A new type of teaching professional, trained in counselling and familiar with the workings of other agencies, like social services, they were to act as advocates for children with emotional issues and as a go-to person for pupils and fellow professionals as a first response before things developed into a crisis or became intractable. Critically, these guidance teachers were also to become trained specialists in delivering better, more consistent, personal, social and health education in our schools. So, I do ask the question today: what has become of this policy? If the Welsh Government is serious about meeting its commitment to preventing children and young people entering CAMHS in the first place then these preventative measures must absolutely be a priority, driven forward across Welsh Government. Samaritans Cymru firmly believe that emotional health provision should be made mandatory within the new curriculum. They want to see emotional health programmes delivered in schools as a form of promotion, prevention and early intervention, and believe that referrals to CAMHS will continue to rise unless these preventative measures are embedded in educational settings. There is already some fantastic practice out there. Samaritans Cymru offer the DEAL project - developing emotional awareness and listening - with free, web-based teaching resources. Through their Aberdare and Cardiff DEAL pilot schemes, eight schools are implementing the programme into their curriculum for this academic year. Samaritans Cymru have said that teachers who've had the DEAL training are more happy and confident to deliver emotional health awareness to their pupils. Save the Children also deliver programmes in schools. Their Journey of Hope programme, in partnership with Place2Be, is currently being delivered to 10 schools in Cardiff. The programme, which has been added to the early intervention foundations directory of evidence-based practice, offers children positive strategies to cope with traumatic events, helps build their natural resilience, and strengthens their social support networks. In my own constituency, Penygarn primary school are using their pupil deprivation grant money to employ a play therapist and have created a special nurture classroom for children who need extra support to deal with emotional problems. St Alban's Roman Catholic school, working in partnership with the 'South Wales Argus' and Coleg Gwent's construction and plumbing students, have renovated their old caretaker's house and are turning it into a sanctuary building for young people. Similarly, staff from Garnteg primary school will soon undertake a training course to enable them to teach mindfulness in schools. But, of course, the onus isn't just on schools to deliver this approach; our youth services across Wales, as we've heard today, provide key support to children and young people on a range of issues and are an important preventative service when it comes to promoting young people's mental health. The Council for Wales of Voluntary Youth Services insists that it's absolutely critical that their open-access model of youth provision is maintained, supported and developed so that all young people can have access to services that enhance their resilience and respond to their needs. I fully agree with this view. So, in conclusion, there is lots of good practice in building resilience in our children and young people out there, but there is not a coherent and consistent whole operating in Wales. Unless we deliver a step change in early intervention, we will continue to see the CAMHS service picking up the pieces for our children and young people. Crucially, we need to critically revise our expectations of schools on this agenda and equip the system with specialist guidance for all teachers, so that they have the confidence to deliver in this area and ensure that our children and young people receive all the help and support they deserve. Thank you.
Welsh: Diolch. Rwy'n gwybod bod rhai o'r Aelodau a fynychodd lansiad yr adroddiad 'Cyflwr Iechyd Plant' ar gyfer 2017 a drefnwyd gan y Coleg Brenhinol Pediatreg ac Iechyd Plant, wedi gweld y fideo, ond roeddwn yn credu ei bod yn sicr yn werth ei dangos yn ehangach. Hoffwn ddiolch i Naomi Lea a sefydliad Fixers am ganiatáu i ni ddangos y ffilm heddiw, ffilm o'r enw 'Spot the Signs', ac mewn ffordd syml iawn ond effeithiol, mae'n annog pob un ohonom i ofyn i ni ein hunain: a fuasem yn adnabod yr arwyddion pe baem yn eu gweld? Felly, croesawaf y cyfle heddiw i siarad am bwnc rwy'n teimlo'n angerddol iawn yn ei gylch ac un sy'n hanfodol bwysig i bob un ohonom, fel rhieni, gofalwyr ac addysgwyr - sut yr ydym yn meithrin gwydnwch emosiynol yn ein plant a phobl ifanc. Ac rwy'n falch iawn o roi munud o fy amser i Angela Burns heddiw. Mae problemau iechyd meddwl yn effeithio ar oddeutu un o bob 10 o blant a phobl ifanc, gyda bron i hanner yr holl broblemau iechyd meddwl yn dechrau erbyn 14 oed. Fe ailadroddaf hynny: mae bron i hanner yr holl broblemau iechyd meddwl yn dechrau erbyn 14 oed Mae hwnnw'n ystadegyn a ddylai beri pryder i bob un ohonom. Mae rhwydweithio cymdeithasol bedair awr ar hugain y dydd, straen cynyddol arholiadau, a diwylliant sydd ag obsesiwn â'r corff yn ddim ond rhai enghreifftiau'n unig o'r modd y gall cymdeithas fodern effeithio'n negyddol ar iechyd meddwl a lles ein plant a'n pobl ifanc, ac yn dangos yr angen dybryd i fynd i'r afael â hyn. Ar ryw adeg yn ystod ein bywydau, bydd llawer ohonom yn gorfod ymdopi ac ymdrin â phroblemau'n ymwneud â lles meddyliol gwael. I rai, gall ymdopi ddod yn naturiol, ond i eraill, efallai y bydd angen iddynt ddysgu neu gael eu dysgu sut i feithrin gwydnwch emosiynol. Felly, mae'n hynod o bwysig fod pobl ifanc yn cael eu dysgu sut i ddatblygu strategaethau ymdopi cadarnhaol a'u bod yn dysgu sut i ofalu am eu hiechyd emosiynol eu hunain. Rydym ni fel cynrychiolwyr etholedig, yn anffodus, yn rhy gyfarwydd ag etholwyr ifanc sydd wedi cael eu hatgyfeirio at wasanaethau iechyd meddwl arbenigol ar gyfer plant ac oedolion, a bydd rhai ohonynt yn dal i aros yn rhy hir am asesiad a thriniaeth. Dywedodd y Gweinidog iechyd blaenorol fod iechyd meddwl plant yn fater i bawb, ac yn hynny, mae'n hollol iawn. Dywedodd wrth y pwyllgor plant blaenorol, wrth drafod yr aros hir am wasanaethau CAMHS mai pen CAMHS y gwasanaeth yw pen clinigol y gwasanaeth; nid oes bwriad, ac nid oedd bwriad erioed iddo fod yn ateb cyfan i bobl ifanc sy'n cael anawsterau wrth iddynt dyfu i fyny, pobl ifanc y mae angen mynd i'r afael â'u hanghenion lles meddyliol. Dywedodd ei fod bob amser yn pryderu bod tynnu person ifanc i mewn i wasanaethau iechyd meddwl arbenigol yn eu labeli mewn modd sy'n byw gyda hwy am amser hir iawn yn ystod eu bywydau ac nad ydym ar unrhyw ystyr ar bwynt lle nad oes cost yn gysylltiedig â label o'r fath o ran stigma ac effeithiau eraill ar fywydau pobl. Felly, dylem bob amser roi sylw i'r ffin honno er mwyn gwneud yn siŵr fod y bobl sydd angen gwasanaeth CAMHS yn ei gael a bod y bobl ifanc y gellir trin eu hanghenion yn well drwy'r gwasanaethau mwy cyffredinol yn cael yr help sydd ei angen arnynt yno. Felly, mae'r cymorth y gall pobl ifanc ei gael cyn CAMHS arbenigol yn gwbl allweddol. Mae'r ymrwymiadau a'r flaenoriaeth y mae Llywodraeth Cymru wedi ei gosod ar fynd i'r afael a datblygu darpariaeth iechyd meddwl fwy effeithiol ar gyfer plant a phobl ifanc drwy'r rhaglen Law yn Llaw at Blant a Phobl Ifanc i'w chroesawu. Gwn fy mod i, ynghyd ag Aelodau Cynulliad eraill, yn parhau i fonitro cynnydd y rhaglen yn ofalus er mwyn sicrhau ei bod yn darparu mynediad prydlon hanfodol i bob CAMHS arbenigol. Ond mae'r rhaglen hefyd yn cynnwys ffrydiau gwaith sydd i'w croesawu'n fawr i hyrwyddo gwydnwch cyffredinol a lles ac i hyrwyddo ymyrraeth gynnar a chymorth i blant a phobl ifanc sy'n agored i niwed. Ond buaswn yn dadlau bod angen bwrw ymlaen â'r gwaith hwn gyda llawer mwy o frys mewn ffordd wirioneddol drawsbynciol ar draws Llywodraeth Cymru. Mae angen cydnabod bod atgyfeirio at CAMHS arbenigol i lawer o'n pobl ifanc yn golygu ein bod eisoes wedi methu eu cynorthwyo pan fyddant ei angen fwyaf. Mae cyflwyno a sefydlu gwydnwch emosiynol yn gynnar ym mywyd plentyn, drwy'r ysgol, mewn lleoliadau gwaith ieuenctid, a chlybiau ar ôl ysgol yn hanfodol i atal problemau i'n pobl ifanc yn y dyfodol. Mae angen i ni wireddu ymyrraeth gynnar yng Nghymru. Gallai rhaglenni iechyd emosiynol mewn ysgolion, ymagwedd iechyd cyhoeddus sefydledig, a chynnwys iechyd emosiynol a lles yn elfen orfodol yn y cwricwlwm, helpu i leihau'r baich a osodir ar ein gwasanaethau CAMHS sydd eisoes dan bwysau. Yn wir, mae teitl strategaeth CAMHS Llywodraeth Cymru yn 2001, 'Busnes Pawb' yn crisialu pwysigrwydd y mater hwn a'r ffaith na ellir ei ystyried fel mater i'r GIG yn unig. Yn wir, roedd strategaeth 2001 yn cynnwys pennod gyfan ar ysgolion, gan ddangos eu rôl bwysig. Mae'n rhywbeth sydd wedi cael ei gydnabod ers blynyddoedd lawer, ond mae hefyd yn amlwg fod llawer mwy o gynnydd i'w wneud ar hyn. Yng Nghymru, mae gennym gyfle gwych, drwy adolygiad Donaldson o'r cwricwlwm, i annog ac ymgorffori dull gwydn a allai gyflwyno diwylliant newydd o newid a mynd i'r afael â'r stigma sydd ynghlwm wrth iechyd meddwl yn gynharach. Er bod argymhellion Donaldson yn cynnwys ymagwedd tuag at iechyd a lles, heb y cymorth iawn i athrawon ei gyflwyno ar lawr gwlad, yn syml iawn ni fydd yn digwydd. Ar hyn o bryd, mae darparwyr hyfforddiant cychwynnol i athrawon yn hyblyg o ran y ffordd y maent yn cynllunio ac yn cyflwyno eu rhaglenni, heb unrhyw gyfraniad gan Lywodraeth Cymru ar gynnwys y cyrsiau, ac nid oes gwybodaeth ar gael yn gyhoeddus ynglŷn ag i ba raddau y mae darparwyr addysg gychwynnol i athrawon yng Nghymru yn cynnwys materion iechyd meddwl fel rhan o statws athro cymwysedig. O ganlyniad i'r argymhellion yn adroddiad Furlong, mae gennym gyfle i wella ansawdd cyrsiau hyfforddiant cychwynnol i athrawon a sicrhau eu bod yn ymwybodol ac wedi'u hyfforddi o'r cychwyn cyntaf. Yn wir, cyn yr etholiad diwethaf, dangosodd Llywodraeth Cymru bob arwydd ei bod wedi manteisio ar y cyfle a roddwyd i ni, drwy roi Furlong a Donaldson at ei gilydd a chreu llwybr gyrfa newydd i athrawon fel athrawon arweiniol. Roedd y rhain yn fath newydd o addysgwyr proffesiynol, wedi'u hyfforddi mewn cwnsela ac yn gyfarwydd â gwaith asiantaethau eraill, fel y gwasanaethau cymdeithasol, ac roeddent i weithredu fel eiriolwyr ar gyfer plant â phroblemau emosiynol ac fel unigolion i ddisgyblion a chydweithwyr proffesiynol fynd atynt fel ymateb cyntaf cyn i bethau ddatblygu i fod yn argyfwng neu'n anodd eu datrys. Yn allweddol, roedd yr athrawon arweiniol hyn hefyd i ddod yn arbenigwyr hyfforddedig ar gyfer cyflwyno gwell addysg bersonol, gymdeithasol ac iechyd gyda mwy o gysondeb yn ein hysgolion. Felly, rwy'n gofyn y cwestiwn heddiw: beth a ddaeth o'r polisi hwn? Os yw Llywodraeth Cymru o ddifrif ynglŷn â chyflawni ei hymrwymiad i atal plant a phobl ifanc rhag mynd at CAMHS yn y lle cyntaf, yna rhaid i'r mesurau ataliol hyn fod yn flaenoriaeth lwyr, a'u hyrwyddo ar draws Llywodraeth Cymru. Mae Samariaid Cymru yn credu'n gryf y dylid gwneud darpariaeth iechyd emosiynol yn orfodol yn y cwricwlwm newydd. Maent am weld rhaglenni iechyd emosiynol yn cael eu cyflwyno mewn ysgolion fel ffurf ar hyrwyddo, atal ac ymyrryd yn gynnar, ac yn credu y bydd atgyfeiriadau at CAMHS yn parhau i gynyddu oni bai bod y mesurau ataliol hyn yn cael eu hymgorffori mewn lleoliadau addysgol. Ceir rhai arferion gwych yn barod. Mae Samariaid Cymru yn cynnig y prosiect DYEG - datblygu ymwybyddiaeth emosiynol a gwrando - gydag adnoddau addysgu am ddim ar y we. Trwy eu cynlluniau peilot DYEG yn Aberdâr a Chaerdydd, mae wyth ysgol yn gweithredu'r rhaglen yn eu cwricwlwm ar gyfer y flwyddyn academaidd hon. Mae Samariaid Cymru wedi dweud bod athrawon sydd wedi cael yr hyfforddiant DYEG yn fwy hapus a hyderus i gyflwyno ymwybyddiaeth o iechyd emosiynol i'w disgyblion. Mae Achub y Plant hefyd yn cyflwyno rhaglenni mewn ysgolion. Mae eu rhaglen Taith Gobaith, mewn partneriaeth â Place2Be, yn cael ei chyflwyno ar hyn o bryd i 10 o ysgolion yng Nghaerdydd. Mae'r rhaglen, sydd wedi cael ei hychwanegu at gyfeiriadur y Sefydliad Ymyrraeth Gynnar o ymarfer yn seiliedig ar dystiolaeth, yn cynnig strategaethau cadarnhaol i blant allu ymdopi â digwyddiadau trawmatig, helpu i feithrin eu gwydnwch naturiol, a chryfhau eu rhwydweithiau cymorth cymdeithasol. Yn fy etholaeth fy hun, mae ysgol gynradd Penygarn yn defnyddio eu harian grant amddifadedd disgyblion i gyflogi therapydd chwarae ac maent wedi creu ystafell ddosbarth anogaeth arbennig ar gyfer plant sydd angen cymorth ychwanegol i ymdrin â phroblemau emosiynol. Mae Ysgol Gatholig Alban Sant, gan weithio mewn partneriaeth â'r 'South Wales Argus' a myfyrwyr adeiladu a phlymio Coleg Gwent wedi adnewyddu hen dŷ'r gofalwr ac yn ei droi'n adeilad noddfa i bobl ifanc. Yn yr un modd, yn fuan bydd staff o ysgol gynradd Garnteg yn mynd ar gwrs hyfforddiant i'w galluogi i addysgu ymwybyddiaeth ofalgar mewn ysgolion. Ond wrth gwrs, nid cyfrifoldeb ysgolion yn unig yw cyflwyno'r dull hwn; mae ein gwasanaethau ieuenctid ar draws Cymru, fel y clywsom heddiw, yn darparu cymorth allweddol i blant a phobl ifanc ar ystod o faterion ac maent yn wasanaeth ataliol pwysig ar gyfer hybu iechyd meddwl pobl ifanc. Mae Cyngor Cymreig y Gwasanaethau Ieuenctid Gwirfoddol yn mynnu ei bod yn hollbwysig fod eu model mynediad agored o ddarpariaeth ieuenctid yn cael ei gynnal, ei gefnogi a'i ddatblygu fel y gall pob person ifanc gael mynediad at wasanaethau sy'n gwella eu gwydnwch ac yn ymateb i'w hanghenion. Cytunaf yn llwyr â'r farn hon. Felly, i gloi, mae yna lawer o arfer da'n bodoli o ran meithrin gwydnwch yn ein plant a'n pobl ifanc, ond nid oes un cyfanwaith cydlynol a chyson sy'n gweithredu yng Nghymru. Oni bai ein bod yn sicrhau newid sylweddol mewn ymyrraeth gynnar, byddwn yn parhau i weld y gwasanaeth CAMHS yn ymdrin â'r canlyniadau i'n plant a'n pobl ifanc. Yn allweddol, mae angen i ni adolygu'n feirniadol yr hyn y disgwyliwn gan ein hysgolion ar yr agenda hon ac arfogi'r system â chyfarwyddyd arbenigol ar gyfer pob athro, er mwyn iddynt gael hyder i gyflawni yn y maes hwn a sicrhau bod ein plant a'n pobl ifanc yn cael yr holl gymorth a'r gefnogaeth y maent yn ei haeddu. Diolch.