E10 Self-harm & Suicide: I understand why young people may self-harm, can recognise the warning signs and physical signs. I know how to support a young person who self-harms or has attempted suicide. E11 Anxiety: I understand what anxiety is, can identify signs and symptoms, understand why anxiety may develop and can implement basic strategies for working with young people with anxiety. E12 Depression: I understand what depression and low mood are, can identify signs and symptoms and can implement basic strategies for working with young people with depression and low mood. E13 Eating Disorders: I understand what an eating disorder is and can identify signs and symptoms. I can support a young person with his/her eating disorder or worrying attitude to food. E14 I can support young people to identify ‘fake news’. E15 I can identify communication difficulties and support strategies to overcome these. E16 I can recognise potential signs of sexualised behaviour in young people. E17 I can support a young person to cope with exam stress. I have enhanced communication skills which enable me to have effective, confident conversations with children about their social emotional mental health which are relevant to their age, circumstance, culture and ability. I can use my communication skills to offer basic support and to calm a distressed child. E18 I can engage with a young person about their emotional wellbeing needs. I ensure the young person’s voice is heard, such as through active listening, coaching conversations, questioning, not making assumptions and emotionally literate responses. I can recognise barriers to communication and when a communication method is proving ineffective. I can then adapt my communication method according to the needs of the young person, e.g. by using different materials such as writing or drawing.
E19 I can adapt my communication style to be able to converse with an autistic young person. E20 I can adapt my communication style to be able to be able to converse with a young person who has a learning disability. E21 I know how to react when a young person confides in me about their social emotional mental health and not to panic. I am aware of school strategies and policies that link to social emotional mental health and have a clear understanding of individual roles and responsibilities in relation to these. E22 Policies may include: Anti-bullying Safeguarding (including limits of confidentiality) Inclusion Behaviour management Tackling stigma Crisis management Substance misuse Self-harm & suicide prevention Harassment Physical disability Induction of new pupils Special Educational Needs (SEND) Mental health strategy (if available) I understand the importance of accurate record keeping as per policies. I have self-awareness of my own mental health needs and take personal responsibility to positively care for these. E23 I understand some basic techniques to look after my own emotional wellbeing and appreciate the potential effect my own state of emotional wellbeing may have on my behaviour and interactions with children and others. E24 If I have an existing mental health condition I know how to care for this and access services if necessary.
poor emotional wellbeing. I am then able to formulate targeted interventions and appropriate self-help strategies for a young person. In all situations I know when and how to escalate concerns. T11 I have a range of supportive communication skills (such as therapeutic communication skills, motivational interviewing, coaching and counselling micro-skills) I understand the difference between these and when to use each approach. I am able to creatively challenge a young person so they can achieve their goals. I can recognise barriers to communication and when a communication method is proving ineffective. I can then adapt my communication method according to the needs of the young person, e.g. by using different materials such as writing or drawing. I can communicate effectively with young people relevant to their age, circumstance, culture and ability and can use communication skills to offer basic support and calm a distressed young person. T12 I can empower a young person to care for their own social emotional mental health. T13 I understand the potential negative effect of social media on emotional wellbeing and mental health, but am also aware of the importance of social capital as a preventative measure. I can put in place intervention strategies around anxiety and eating disorders/body image etc. to support a young person in difficulty. T14 I understand the difficulties faced by children moving from primary school to secondary school and then from secondary school to college and can suggest strategies to alleviate this. T15 I understand the potential underlying mental health links and causes to bullying from the perspective of the bully and bullied and can use this knowledge when the school is determining what action to take. I act in concordance with the school’s anti-bullying policy. T16 I can recognise sexualised behaviour and understand what steps to take.
. App. : Free online e-therapy courses for how to tackle problems, build confidence, get going again, feel happier, stay calm, tackle upsetting thinking and more C13 If I have an existing mental health condition I know how to care for this and access services if necessary. . NHS Choices webpage including search function for local services. . Mental Health Foundation webpage. C14 I model the core attributes of respect, patience, honesty, reliability, empathy and integrity at all times to create a culture of supportive relationships between members of staff, with young people and parents/carers. No external training is suggested for this competency but personal reflection is suggested with line manager discussion if necessary. C15 I have a basic understanding of positive language and can use this to develop a supportive environment for staff and young people. : Plugging the Leaks: Word document to download C16 I have a basic understanding of what stigma is and can support the reduction of this through my words and actions. I view mental health as important as physical health and treat this with equal respect and understanding. I am aware of the importance of promoting positive mental health. : Myths & Facts: Webpage Video Training Directory – In It Together: Secondary School Enhanced Competencies Outcomes Training Options
E24 If I have an existing mental health condition I know how to care for this and access services if necessary. . NHS Choices webpage including search function for local services. . Mental Health Foundation webpage. E25 I model the core attributes of respect, patience, honesty, reliability, empathy and integrity at all times to create a culture of supportive relationships between members of staff, with children and parents/carers. No external training is suggested for this competency but personal reflection is suggested with line manager discussion if necessary. E26 I have a basic understanding of positive language and can use this to develop a supportive environment for staff and children. : Plugging the Leaks: Word document to download E27 I have a basic understanding of what stigma is and can support the reduction of this through my words and actions. I view mental health as important as physical health and treat this with equal respect and understanding. I am aware of the importance of promoting positive mental health. : Myths & Facts: Webpage Video Both options to be looked at to achieve the competency. Training Directory – In It Together: Secondary School Targeted Competencies
Special Schools should also consider . NASS: Four module e-learning £90 for single license, £500 10 licenses T3 I understand the various service provisions, thresholds and referral criteria of CAMHS other local services (including health, the voluntary sector and social care). As per local arrangements the school can liaise with CAMHS and other services to understand their services, e.g. via Mental Health Champions, Primary Practitioners, CAMHS outreach workers. T4 I understand how to access services (including the role and function of a Single Point of Access if applicable to the area). No external training is suggested for this but schools should liaise with CAMHS to determine if a Single Point of Access is established. T5 I am able to assess a situation, gather information and know when to make an external referral or engage CAMHS in systemic work (depending on local referral arrangements). . MindEd: Free online e-learning. . MindEd: Free online e-learning. Suggest both sessions are undertaken to meet the competency alongside liaising with CAMHS. T6 I am able to coordinate and/or undertake an assessment of a young person’s social emotional mental health (such as a Strengths and Difficulties Questionnaire – SDQ). . CORC free online e-learning ? Youth in Mind SDQ website including questionnaires and scoring. Some CAMHS also provide SDQ training. T7 I am aware of and involved in local networks to an appropriate level to ensure the school does not manage mental health and emotional wellbeing in isolation and options for social prescribing. No external training is suggested for this but time should be taken to research local networks and how the school can link to them. T8 I am aware of national agencies that can offer support and guidance to schools on social emotional mental health, such as: ChildLine No external training is suggested for this, but time should be taken to review their websites to discover how they can support schools and children.
T14 I understand the difficulties faced by children moving from primary school to secondary school and then from secondary school to college and can suggest strategies to alleviate this. . Place2Be 1 day workshop Free guide T15 I understand the potential underlying mental health links and causes to bullying from the perspective of the bully and bullied and can use this knowledge when the school is determining what action to take. I act in concordance with the school’s anti-bullying policy. . Young Minds 1 day or half day Youth Mental Health First Aid training includes an appendix on cyberbullying. T16 I can recognise sexualised behaviour and understand what steps to take. : Your guide to keeping children safe, spotting warning signs and what to do if you're worried. NPSCC Factsheets and advice. : seminar programme. NSPCC: £15pp, 1.5 hours Suggest both options are undertaken – the factsheet initially followed when possible by the seminar. T17 Self-harm: I have a solid understanding of self-harm. I can actively listen to a young person who has self-harmed and identify helpful attitudes and strategies, including distraction techniques. : Selfharm UK . Healthy Teen Minds half day workshop . Young Minds £195 + VAT . Anna Freud National Centre for Children and Families £100 half day Also covered in Youth Mental Health First Aid training. Suggest one of the above options is undertaken, plus downloading the guide below. Humber FT free guidelines to download
T36 I am aware of how different cultures may perceive and respond to mental health problems. I understand that many families are complex and diverse. I therefore avoid stereotyping or making assumptions and instead listen to family members to elicit their individual perspectives. Information sheet to download (Australian but same advice applies). T37 I am able to undertake a mental health audit of the school, pulling together the pupil voice from various groups as well as other sources of information, such as pastoral care reports and SEND reports. I can involve young people in the design of mental health initiatives when appropriate and can support strengthening relationships with CAMHS. . Three half day training sessions as well as four to six personalised consultation sessions held over at least two academic terms. or . Leeds Beckett University. Some areas also offer a local Mental Health Champions programme supported by CAMHS. T38 I have a solid understanding of resilience and can participate in whole school approach to building resilience. Included in this I understand that having a sense of connectedness or belonging to the school is a protective factor for mental health. : A Whole School Approach Training. Young Minds: 1 day £195+VAT pp or (Using Penn Resilience Programme). How to Thrive. T39 I understand the school’s communication routes to disseminate information and good practice. I can ensure there are clear pathways within the school so pupils know how to raise mental health and emotional wellbeing needs. No external training is recommended for this but time should be taken to review and familiarise communication routes. T40 I can take an active role in driving a whole school ethos of openness and empathy, challenge stigma and normalise talk about mental health. : A Practical Toolkit. RCPSYCH. : Get Involved in Schools. Free resources and tools. ? video