English: May I say at the outset that I and my party agree with the main recommendations of the committee? The main recommendation, of course, is that this should become a designated national priority. We've heard reference to previous reports done by committees - one in 2014, for example, which led to some changes in terms of care in this area. But we now need to move to the next level, and the statistics insist upon that. We've heard some already. In 2017, for example, Childline Cymru saw a 20 per cent increase in the number of calls on suicide. In the 12 months to October 2016, there were 19,000 referrals to CAMHS services in Wales, 3,000 more than the previous year. So, emotional well-being and mental health problems among children and young people are growing, and we need an uncompromising emphasis on the preventative side of the care pathway - resilience, emotional well-being and early intervention. We've heard about the missing middle, and if the Government doesn't introduce transformational change, as the committee has recommended, then the services at the top of the spectrum will become entirely unsustainable because we won't be able to cope with the numbers that will require those services. Schools, of course, can't shoulder this burden alone, and that is why we want to see a whole-systems approach, where children, young people, schools, social care, health and the voluntary sector all work together and collaborate in order to provide the service and support and do so to the best possible standard. But, while the committee's ambition is clear - that we need this transformational action - I have to say that the Government's response, as I said to the First Minister yesterday, is very weak, is complacent and is inadequate. It is disappointing, and I share the disappointment of other Members that so few of the recommendations have been accepted and that so many are accepted in principle and, indeed, that many have been rejected entirely. They've rejected the recommendation that we should map out the availability of staff who don't teach in school but are there to support the emotional health and well-being of pupils. 'Oh, that's the responsibility of local authorities and health boards', according to the Government. But that is buck passing, because this is a national problem. It is the role of Government to look at that national bigger picture and to take it into account. More data available and more information to the public in terms of how health boards spend their funds on mental health services for children - that, again, is rejected, and that tells you something about transparency, I would say, too. The committee recommended that we need to ensure that everyone who cares for children and young people are given appropriate training in terms of the emotional and mental health of children and young people and can refer people then, or feel confident in referring young people, to other services. How many times did we, as a committee, hear school staff saying that they didn't feel empowered to respond to what they were picking up on in the classroom? Indeed, they are overwhelmed by these cases, and they need assistance, as does the broader workforce. The curriculum, of course, will contribute to this, but, as I say, there is a broader workforce. There is another point here too, which has emerged more and more. Clearly, Cabinet Secretaries and Ministers share responsibility in this area. That can be a strength at times, but clearly I feel it can also be a weakness because the risk is that nobody drives this issue, and nobody takes ownership and provides that momentum to the effort to tackle these problems. As a result, 'accepting in principle' becomes some sort of default response that, to all intents and purposes, means 'business as usual' and not transformational change. I support the comments made by the Chair and her criticism of the Government. It is a clear failure, in my view, in this case. I suggested yesterday that, if we are serious about sharing responsibilities across Government, then we should be looking to the leader of that Government to be driving this, as the only person, I would have thought, who has sufficient status to ensure that this truly is a national priority. Briefly, to conclude, I want to talk about one specific scheme that I have come across, which is SAP - the student assistance programme. It's a programme for children and young people between 14 and 19. It is implemented at the moment in schools in Wrexham, where children come together to discuss their feelings and problems, so that they can access the support that they need. They are referred to services where necessary too, and groups of peers come together. They meet on a weekly basis in secondary and primary schools, and this allows them to identify the problems that we are talking about at an early stage. It has been -
Welsh: A gaf i jest ddweud ar y cychwyn fy mod i a'm plaid i yn cytuno gyda phrif argymhellion y pwyllgor yma? Wrth gwrs, y prif argymhelliad yw bod y mater yma yn dod yn flaenoriaeth genedlaethol benodedig. Nawr, mi glywon ni gyfeiriad at adroddiadau blaenorol y pwyllgor - adroddiad yn ôl yn 2014, er enghraifft, a arweiniodd at beth newid o safbwynt gofal yn y maes yma. Ond mae angen nawr i ni fynd i'r lefel nesaf, ac mae'r ystadegau yn mynnu hynny. Rydym ni wedi clywed rhai yn barod. Yn 2017, er enghraifft, mi welodd Childline Cymru 20 y cant o gynnydd yn nifer y galwadau ynghylch hunanladdiad. Yn y 12 mis i fis Hydref 2016, mi gafwyd 19,000 o atgyfeiriadau at wasanaethau CAMHS yng Nghymru - 3,000 yn fwy na'r flwyddyn flaenorol. Felly, mae problemau lles emosiynol a iechyd meddwl plant a phobl ifanc yn tyfu ac mae angen pwyslais newydd, pwyslais didrugaredd, ar ochr ataliol y llwybr gofal - lles emosiynol, gwydnwch ac ymyrraeth gynnar. Rydym ni wedi clywed am y canol coll - y missing middle yma - ac os nad yw'r Llywodraeth yn cyflwyno y newid trawsnewidiol y mae'r pwyllgor eisiau'i weld, mi fydd y gwasanaethau ar frig y sbectrwm yn mynd yn gwbl anghynaladwy oherwydd nid fydd modd 'cope-io' gyda'r niferoedd a fydd yn galw am y gwasanaethau. Ni all ysgolion, wrth gwrs, ddim ysgwyddo'r her yma ar eu pennau eu hunain. Dyna pam rydym am weld dull cyflawni systemau cyfan - whole-systems approach - lle mae plant, pobl ifanc, ysgolion, gofal cymdeithasol, iechyd a'r sector wirfoddol i gyd yn cyd-dynnu ac yn cydweithio i ddarparu'r gwasanaeth a'r gefnogaeth orau posib. Tra bod uchelgais y pwyllgor yn glir - bod angen y gweithredu trawsnewidiol yna - mae'n rhaid dweud bod ymateb y Llywodraeth, fel y dywedais i ddoe wrth y Prif Weinidog, yn llipa, yn hunanfodlon ac yn gwbl annigonol. Mae yn siom, ac rwy'n rhannu siom Aelodau eraill bod cyn lleied o'r argymhellion wedi eu derbyn a bod cynifer wedi'u derbyn mewn egwyddor, ac, yn wir, bod cynifer wedi'u gwrthod. Gwrthodwyd, er enghraifft, yr argymhelliad y dylid mapio argaeledd staff nad ydyn nhw yn addysgu mewn ysgolion ond sydd yna i gefnogi iechyd a lles emosiynol. 'O, cyfrifoldeb awdurdodau lleol a byrddau iechyd yw hynny', meddai'r Llywodraeth. Wel, pasio'r buck yw hynny, oherwydd mae hon yn broblem genedlaethol a rôl Llywodraeth yw cymryd y darlun cenedlaethol yna i ystyriaeth. Mwy o ddata ar gael a mwy o wybodaeth i'r cyhoedd ynglŷn â sut mae byrddau iechyd yn gwario eu harian ar wasanaethau iechyd meddwl i blant - yn cael ei wrthod. Mae hwnnw'n dweud rhywbeth am dryloywder, buaswn i'n dweud, hefyd. Fe argymhellodd y pwyllgor bod angen sicrhau bod pawb sy'n gofalu am blant a phobl ifanc yn cael hyfforddiant ym maes ymwybyddiaeth o iechyd emosiynol ac iechyd meddwl ac yn gallu cyfeirio pobl wedyn, neu deimlo'n fwy hyderus ynglŷn â chyfeirio pobl ifanc, at wasanaethau eraill. Sawl gwaith clywsom ni, fel pwyllgor, staff ysgolion yn dweud nad ŷn nhw ddim yn teimlo eu bod nhw wedi ymbweru i fedru ymateb i'r hyn yr oedden nhw'n pigo i fyny arno fe yn yr ystafell ddosbarth? Yn wir, maen nhw'n cael eu llethu gan yr achosion yma ac mae angen help arnyn nhw, ac ar y gweithlu ehangach. Mae'r cwricwlwm, wrth gwrs, yn mynd i gyfrannu, ond fel rwy'n dweud, mae yna weithlu ehangach sylweddol. Mae yna bwynt arall, rwy'n meddwl, yn fan hyn, sydd wedi dod fwyfwy i'r amlwg. Yn amlwg, mae Ysgrifenyddion Cabinet a Gweinidogion yn rhannu'r cyfrifoldeb am hyn ac mae hynny'n gallu bod yn gryfder ar adegau, ond yn amlwg, rwy'n ofni, mae'n gallu bod yn wendid hefyd ar adegau, oherwydd y peryg yw bod neb yn gyrru'r mater yma - bod neb yn cymryd perchnogaeth ac yn rhoi momentwm wedyn i'r ymdrech o fynd i'r afael â'r broblem. O ganlyniad, mae 'derbyn mewn egwyddor' yn dod yn rhyw fath o ymateb default sydd, i bob pwrpas, yn golygu 'busnes fel arfer' ac nid newid trawsnewidiol. Rwy'n cefnogi'r sylwadau a wnaeth y Cadeirydd a'i beirniadaeth hi o'r Llywodraeth - mae e'n fethiant amlwg yn fy marn i, yn yr achos yma. Mi wnes i awgrymu ddoe, os ydym ni o ddifrif ynglŷn â rhannu cyfrifoldebau ar draws Llywodraeth, yna dylem ni fod yn edrych ar arweinydd y Llywodraeth i fod yn gyrru hwn, fel yr unig berson, buaswn i'n meddwl, sydd â statws digonol i sicrhau bod hwn yn wirioneddol yn flaenoriaeth genedlaethol. Yn fyr, i gloi, rwyf jest eisiau sôn am un cynllun penodol yr wyf fi wedi dod ar ei draws e. SAP yw'r acronym - student assistance programme. Rhaglen yw e i blant a phobl ifanc rhwng pedwar ac 19 oed. Mae'n cael ei weithredu ar hyn o bryd yn ysgolion Wrecsam, lle mae plant yn dod at ei gilydd i siarad am eu teimladau a'u problemau er mwyn gallu cael y cymorth sydd ei angen arnyn nhw. Maen nhw'n cael eu cyfeirio at wasanaethau os oes angen hefyd. Mae grwpiau o gyfoedion yn dod at ei gilydd, maen nhw'n cwrdd yn wythnosol mewn ysgolion cynradd ac ysgolion uwchradd, ac mae e'n caniatáu adnabod y problemau rydym yn sôn amdanyn nhw'n gynnar. Mae wedi cael -