MENTAL HEALTH & WELLBEING OFFER
2023/24
DELIVERED BY BEP'S EXPERT MENTAL HEALTH TEAM
TABLE OF CONTENTS
03 THE BEP MISSION 04 MEET THE TEAM
06 07 17 18
AIMS OF THE MENTAL HEALTH & WELLBEING TEAM
WHAT EVERY SCHOOL NEEDS
EVENTS & TRAINING CALENDAR - AUTUMN TERM 2023/24
EVENTS & TRAINING CALENDAR - SPRING TERM 2023/24
19 20 NEW FOR 2024
EVENTS & TRAINING CALENDAR - SUMMER TERM 2023/24
PAGE 03
THE BEP MISSION
Our mission is to secure a deeply good academic, social and civic education for every child and young person living in Birmingham.
Birmingham Education Partnership (BEP) exists for the benefit of every publicly funded school in Birmingham and seeks to be co-led by, and build on, the strengths of all Birmingham Schools. BEP is committed to all schools being included and recognises that local, city and national connectivity is a key to success for schools at every stage of their development.
BEP believes it takes a whole city to raise a child. If schools do well, then children do well and if children do well our city will flourish.
BEP's Core Values
Integrity Inclusivity Relational
MEET THE TEAM
Anna Robinson
UKCP accredited Integrative Psychotherapist, Clinical Supervisor and BEP Mental Health & Wellbeing Lead Anna has been working at a both a system leadership level and operationally in mental health for over 15 years. Anna’s experience of working across health, social care, education and the voluntary sector with hard to reach and marginalised groups means that she is known for being a trusted source not only of up to date knowledge and grounded experience. Her current work with Birmingham Education Partnership works with school leadership to develop whole school approaches to emotional health and wellbeing. Anna is a UCKP registered Psychotherapist and Clinical Supervisor, specialising in trauma. She also teaches on a Masters programme for trainee psychotherapists. She is passionate about the psychotherapy field and the role that therapists can have in supporting not only individual growth but also influencing wider population-level approaches to wellness. Along with private practice, Anna therefore continues to work with multi-agency and research colleagues to develop innovative responses to improving access, understanding, training and interventions that are culturally and contextually relevant to diverse communities. anna.robinson@bep.education
Sajda Butt BEP Mental Health & Wellbeing Lead
sajda.b@bep.education
Born and raised in Birmingham, Sajda’s career spans over 30 years with promoting and supporting the mental health and wellbeing of adults and young people at its core. Sajda currently serves as the Mental Health and Emotional Wellbeing co-lead at Birmingham Education Partnership (BEP) with a focus on supporting schools as they adopt a whole school approach for Pupils and staff wellbeing, working in line with local and national guidance and best practice. Sajda has experience of working with people from a wide range of backgrounds and cultures within a community and educational setting and in 2020 she spearheaded the South Asian Young Peoples Mental Health Project, implementing sustainable systems to improve the mental and emotional wellbeing of young people in the Hodge Hill Ward of Birmingham. Through her work, Sajda successfully improved community attitudes to mental health and wellbeing, and forged lasting relationships between schools, community organisations, and families to ensure continued support for young people in the area. A commitment to supporting schools to increase parental engagement and participation therefore bridging the gap between home and school , resulting in better pupil attendance and attainment. Sajda is a National Trainer for Mental Health First Aid England and a National Tutor for National Centre for Suicide Prevention Training and Education (NCSPT), delivering Suicide First Aid. Sajda is West Midlands training lead for KiVa (anti-bullying curriculum).
Anna Bateman Education Leader, BEP Mental Health & Wellbeing Team
anna.bateman@bep.education
Anna is founder of Halcyon Education, an organisation which puts mental health and wellbeing at the heart of school improvement. She has 30years education experience, and works for local and national organisations, advising and training Senior Mental Health Leads. She is an author, vice-chair of a governing board and Trustee of a growing MAT. She has advised the Department for Education on their Mental Health Green Paper. The majority of Anna’s working week is spent actively advising primary and secondary school senior leads on improving mental health outcomes. She is driven by the opportunity to create a resilient environment in which all pupils are empowered to grow both academically and personally, leaving a legacy for the next generation.
MEET THE TEAM
Mandy McCrohon Education Leader, BEP Mental Health & Wellbeing Team
mandy.msCrohon@bep.education
Mandy McCrohon joined the NewStart Team at its inception in September 2016 after cultivating more than 30 years’ experience working in Secondary Education, including 20 years in Leadership and 5 as Head of a Comprehensive in the north of the City. Now she works alongside leaders in a wide variety of Secondary schools across the City to develop and embed a whole school strategy to promote positive mental health, wellbeing and resilience for both students and members of staff. Mandy’s significant experience in complex and challenging school situations ensures that the support she offers is rooted in a deep understanding of school life, the need for pragmatism, a high regard for planning and a commitment to the importance of looking after people. Through NewStart, Mandy delivers an extensive training offer on topics including Self-harm, Loss, and Bereavement. Mandy is a Mental Health First Aider and is ASIST trained.
Outside of work Mandy is an avid reader, enjoys a wide range of sporting activities and travels frequently.
Susan Dancer BEP Early Help Senior School Engagement Lead
susan.dancer@bep.education
Susan Dancer has 35 years’ experience in education starting her career as a teacher of English then moving on to senior leadership roles in several secondary schools in the midlands. Much of her leadership experience has been in pastoral work and safeguarding which is her main area of expertise although she has also led on staff development and teaching and learning. In addition to this she has quality assurance experience gained as a Network Coordinator for East Birmingham Schools covering a range of AP provisions. Susan has also served as an advisor for drugs and health education in Derby and was involved in the development of Citizenship in its early stages. Since joining BEP in January 2021 she has been working on projects to do with Early Help in the city, has taken on strategic senior lead role for a group of secondary schools and is working with partners to deliver the Peer Mentoring section of the South Asian Young People’s Mental Health Projects.
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AIMS OF BEP'S MENTAL HEALTH & WELLBEING TEAM
Our team is committed to offering high quality, evidence informed and practical support for schools. The field of mental health and the offers available are growing and we are delighted to see the growth in what is available out there to schools right now. It can also make it difficult to know what you really need as a school. This brochure sets out what we believe are core elements that every school needs along with additional support that will further enhance your offer. The team have been working together for nearly a decade. Integrity, commitment and passion for improving the lives of children (and staff!) in school is at the forefront of our practice. The team bring not only huge expertise but also a level of care and concern that is lived out through how we deliver our training and support to you.
As a team we are committed to being able to offer guidance and support not only through BEP’s own offers but also to others across the system who can help.
Here at BEP, that means we offer you a suite of options from which to build your schools’ mental health offer which is based on our long-standing experience and expertise and delivered with passion and integrity.
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WHAT EVERY SCHOOL NEEDS
Our team is committed to offering high quality, evidence informed and practical support for schools. The field of mental health and the offers available are growing and we are delighted to see the growth in what is available out there to schools right now. Each year the team identifies improvement areas that reflect the needs of the city through using key data, horizon scanning, and most importantly through listening to leaders.
Flexible, Relevant and Responsive, in all Tiers
Listen to leaders. Closely monitor trends and information from data and our wider partners Keep abreast of new initiatives to ensure that we are consistently meeting leaders’ needs and expectations and amend our offer accordingly. Whilst it is important to have a plan, it is equally important to be agile and adaptable. So, we will:
There are fundamental areas of training and development that our experience and the evidence tells us help schools to do better in their support for mental health;
SMHL Training (with optional coaching and additional staff trained through LITE Senior Mental Health Lead session) Mental Health & Wellbeing Audit Mental Health Shorts training sessions Access and attendance at Network meetings Emotional Literacy Package
Link Governor for Wellbeing Training Headroom: Support for Headteachers Early Help Offer
If you have a bespoke need that is not covered by any offers in this brochure, please contact one of the Mental Health Team who will be pleased to talk through your specific requirements.
The Department for Education (DfE) is offering a grant of £1,200 for eligible state-funded schools and colleges in England to train a senior mental health lead to develop and implement a whole school or college approach to mental health and wellbeing. This training is not compulsory, but it is part of the government’s commitment to offer this training to all
eligible schools and colleges by 2025. For more information, visit: https://www.gov.uk/guidance/senior-mental-health-lead-training
Working under the Public Health 8-point modle and with a role as a figurehead for mental health across school, the Senior Mental Health Lead is able to galvanise and hold your mental health offer in school.
BEP provide two DfE approved trainings:
Foundation – for those wanting to start their journey into mental health leadership Intermediate – for those seeking to dive deeper and become more systemic and strategic in their role All training sessions equip you to be able to audit provision and move forward with action plans along with, importantly, linking you into wider, ongoing (and crucially) local support for your role.
Check our Events calendar pages for upcoming training dates.
If you would like more information about coaching, please email anna.robinson@bep.education
WHAT WE ACHIEVED LAST YEAR 115
school staff attended our Senior Metal Health Lead training.
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MENTAL HEALTH AUDIT Universally available to all Birmingham schools for free, the BEP Mental Health Audit tool is designed to help you develop a strategic mental health plan. Aligned to DFE guidance, this tool will create your action plan for you, saving you time and providing a starting point.
How it works
Once you have a link to the online audit, go through each section and answer the questions as a ‘best fit’. Once you have completed each section and answered the questions, you will be able to download a word document with the actions created for you, which you can adapt, amend and populate to make it bespoke for your school.
The BEP Mental Health Audit sits well as a complimentary tool in conjunction with Senior Mental health Lead training and the wider Mental Health offer in this brochure.
Schools generally find that engaging with the wider BEP Mental Health offer enhances their ability to progress their action plan.
If you would like access to the online audit for your school, please email office@bep.education.
Our Mental Health Shorts training sessions equip your Mental Health Lead and/or wider staff to have the confidence to support key mental health issues in your school.
Delivered city-wide and online, our Mental Health Shorts are designed to be just that; short and also practical. All our Shorts come packed with psychoeducation to help practitioners develop their psychological insight and takeaways to implement both strategically and operationally. At BEP, we believe knowledge around current mental health presentations should be available universally. That is why we offer our Mental Health Shorts free to all schools online. As a MAT or consortia, you may want to explore training face to face and more locally. Speak to our team to explore how we can make this happen.
Check our Events calendar pages for upcoming training dates.
WHAT WE ACHIEVED LAST YEAR
120
school staff attended one of our Mental Health Shorts training sessions
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Meeting every half term for 2 hours, our network is an opportunity for your Mental Health Lead to keep up to date with local and national developments.
Being well networked and resourced helps to sustain colleagues in what can be an isolating and challenging role. It allows thinking space and an opportunity for you to keep ahead of the curve.
Check our Events calendar pages for upcoming training dates.
WHAT WE ACHIEVED LAST YEAR
207 school staff attended over 4 network meetings
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Do you ever feel there are certain groups of pupils who need help with their self-regulation or they have unhelpful ways to manage overwhelming feelings? Do you feel like there is something you wish you could do to help? A set of 6 lessons and a train the trainer session has been produced and designed for BEP by Anna Bateman to help you do just that, using evidence-based approaches and pedagogy.
Who is it for?
A member of the Pastoral team in Primary Schools – aimed at Year 5, but can be adapted for use with year 6. A member of the Pastoral team in Secondary schools - aimed at year 9, but can be adapted for use with years 8 and 10
Outcomes of the course
Confidence and practical ideas to help pupils manage overwhelming feelings. Greater self-awareness and a range of practical strategies which are specific and relevant to each pupil. Knowledge and confidence in knowing where and how to get support.
What does it include?
Materials for 6 lessons based on core social and emotional competencies and the latest government guidance, which can be taught again and again. An opportunity to teach key strategies and skills for pupils who may need further support. A train the trainer one hour live training session for one person which will help you understand the theory, research, government guidance and key strategies and how to facilitate the lessons. school staff attended over 4 network meetings
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Check our Events calendar pages for upcoming training dates.
The aim of this session is to provide you with a comprehensive understanding of the role of the designated governor for wellbeing. Whilst this is not a statutory role, it is recommended as good practice in the Governor Handbook. With the roll out of the DfE’s grant and training for the Senior Mental Health Lead and mental health firmly sitting within the statutory guidance Keeping Children Safe in Education, the need for a designated wellbeing governor is vital. This session has been designed to take account of the wonderful diverse backgrounds and roles within the governing role. It will ensure you come away with a greater understanding and confidence in order to fulfil your role as the designated governor and impact the lives of the pupils and adults in school.
What we won’t be covering however is a lot of detail on mental illness and recommend you access Mental Health First Aid training for further info.
Check our Events calendar pages for upcoming training dates.
school staff attended over 4 network meetings
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School leadership is often like facing a two-headed monster – the powerlessness to manage demands of accountability and performance alongside the increasingly challenging and even violent behaviours of some children and young people in school. Headship is a demanding role with intensive personal interactions that are often publicly displayed. How do we work to “befriend” the two-headed monster in order to preserve our energy and passion for the work that we do? Over the course of 5 face to face sessions with a combination of psycho-education and self- development activities alongside opportunities for reflective supervision within a small group, Headroom is aimed at Heads wanting to develop insight into their own leadership style and process and explore what this means for looking after themselves in their role, school development and change. The sessions will be led by Anna Robinson. Anna is a UKCP accredited Integrative Psychotherapist and Clinical Supervisor and also works as BEP’s Mental and Emotional Health Lead. Anna has experience of working across health, social care, education and the voluntary sector with hard to reach, marginalised and high-risk groups. This range of multi agency, and multi-cultural experience has meant that she is able to hold the attention of education leaders and speak from a grounded place of knowing in order to support and deliver change. Anna also teaches on a Masters programme for trainee psychotherapists. She knows therefore how important relationships and collaboration are to making lasting change. The combination of her ability to offer accessible and relevant psychoeducation, grounded in a wider systems perspective is helpful to schools not only to making strategic change but also in managing the anxieties that those leading in schools can experience.
This programme will be very interactive and we ask you to come with an open, inquiring mind and a willingness to stretch your reflective muscles within a confidential group setting.
Check our Events calendar pages for upcoming training dates.
school staff attended over 4 network meetings
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BEP is partnered with Birmingham Children’s Trust to support the development of Early Help work in schools.
Susan Dancer is available to support schools with their access to the Early Help system in the city. She has delivered training materials to BCT and Voluntary Sector workers about how schools work and how Early Help is delivered in-house in most schools. Susan has run the Early Help and Exclusions Project: a small scale case study project investigating the impact of Early Help interventions for children who are at risk of exclusion and their families. 9 schools are involved, 3 in each of the Erdington, Hodge Hill and Ladywood localities. Susan is working in support of the development and rollout of a shared case management system that can be used by all professionals who are leading and involved in Early Help delivery. Susan Dancer is BEP Early Help Senior Engagement Lead. Susan has 35 years’ experience in education starting her career as a teacher of English then moving on to senior leadership roles in several secondary schools in the midlands. Much of her leadership experience has been in pastoral work and safeguarding which is her main area of expertise although she has also led on staff development and teaching and learning. In addition to this she has quality assurance experience gained as a Network Coordinator for East Birmingham Schools covering a range of AP provisions. Susan has also served as an advisor for drugs and health education in Derby and was involved in the development of Citizenship in its early stages.
If you want to know any more about Early Help or have any questions, please email susan.dancer@bep.education.
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TRAINING & EVENTS 2023/24
To help you schedule your personal and staff CPD for the year, we have created a full calendar of all scheduled Mental Health & Wellbeing courses, training and events.
You will also find live courses, training and events via Birmingham Education Hub.
AUTUMN TERM 2023/24
NOVEMBER SEPTEMBER
NOVEMBER
SUN MON TUE WED THU FRI SAT 1 2 3 4
21/11/23 | 09.30 - 12.00 | BEP Mental Health Short: Managing Anxiety (Online - Zoom) . FREE.
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21/11/23 | 13.00 - 15.30 | BEP Mental Health Short: Self- Harm (Online - Zoom) . FREE.
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27/11/23 | 13.00 - 16.30 | Papyrus SP-EAK (Suicide Prevention - Explore, Ask, Keep-safe) Training . £60pp.
28/11/23 | 08.30 - 16.00 | Foundation Senior Mental Health lead Training - Course Code SMHL017 (Day 1 of 2 day course. Day 2 - 8th Dec 2023) . £800pp for 2 day course. DfE grant available.
30/11/23 | 08.00 - 10.00 | Senior Mental Health Leads Network Meeting . FREE.
DECEMBER
DECEMBER
SUN MON TUE WED THU FRI SAT 1 2
07/12/23 | 09.00 - 16.30 | AND | 08/12/23 | 09.00 - 16.30 | Mental Health First Aid 2 day course . £300pp /or £250pp for BEP Member Schools (Basic to Premier Members)
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SPRING TERM 2023/24
JANUARY Sun Mon Tue Wed Thu Fri
JANUARY
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17/01/2024| 08.30 - 16.00 | Foundation Senior Mental Health lead Training - Course Code SMHL017 (Day 1 of 2 day course. Day 2 - 20th February 2024 . £800pp for 2 day course. DfE grant available. 23/01/2024| 13.00 - 16.00 | Headroom: Headteacher Support Series. (Day 1 of 5 day series. Continues on 8th February, 28th February, 15th March & 16th April) . £395 per person for 5 session series.
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24/01/2024| 09.30 - 12.00 | BEP Mental Health Short: Self-Harm (online). FREE.
24/01/2024| 09.30 - 12.00 | BEP Mental Health Short: Bereavement & Loss (online). FREE.
30/01/2024| 09.30 - 12.00 | BEP Mental Health Short: Staff Wellbeing (online) . FREE.
31/01/2024| 09.30 - 12.00 | Role of the link Governor for Wellbeing. £50pp.
FEBRUARY Sun Mon Tue Wed Thu Fri
FEBRUARY
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07/02/2024 | 08.00 - 10.00 | Senior Mental Health Leads Network Meeting. FREE.
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22/02/2024| 09.30 - 12.00 | BEP Mental Health Short: Staff Wellbeing (online) . FREE.
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MARCH
MARCH Sun Mon Tue Wed Thu Fri
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01/03/2024| 09.00 - 16.00 | Lite Senior Mental Health Lead Training. £200pp.
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07/03/2024| 09.30 - 12.00 | BEP Mental Health Short: Managing Anxiety (online). FREE.
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12/03/2024| 08.00 - 10.00 | Senior Mental Health Leads Network Meeting. FREE.
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SUMMER TERM 2023/24
APRIL Sun Mon Tue Wed Thu Fri
APRIL
Sat
17/04/2024 | 17.00 - 18.30 | Role of the link Governor for Wellbeing. £50pp.
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25/04/2024| 08.30 - 10.00 | Senior Mental Health Leads Network Meeting. FREE.
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14/05/2024| 08.30 - 16.00 | Foundation Senior Mental Health lead Training - Course Code SMHL017 (Day 1 of 2 day course. Day 2 - 12th June 2024. £800pp for 2 day course. DfE grant available. 16/05/2024| 09.30 - 12.00 | BEP Mental Health Short: Self-Harm (online). FREE. MAY 09/05/2024| 08.30 - 16.00 | Intermediate Senior Mental Health lead Training - Course Code SMHL100 (Day 1) . Two half days on 6th June & 25th June (both 08.30 - 12.00). £1000pp for 2 1/2 day course. DfE grant available.
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JUNE Sun Mon Tue Wed Thu Fri
JUNE
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19/06/2024| 09.30 - 12.00 | BEP Mental Health Short: Bereavement and Loss (online). FREE.
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NEW FOR 2024
KIVA
Introduction
KiVa is an evidence-based bullying prevention programme that has been developed and evaluated at the University of Turku in Finland with funding from the Finnish government. KiVa was developed by experts who had studied the phenomenon of bullying and its mechanisms for many years. The team was led by Professor Christina Salmivalli and Special Researcher Dr Elisa Poskiparta.
KiVa is one of the most rigorously studied anti- bullying programmes internationally. The programme has been shown to reduce both self and peer reported bullying and victimisation, significantly. KiVa is being used around the world in over 18 different countries. Numerous studies show that KiVa is effective in other countries as well. The Netherlands, Estonia, Italy, Wales and New Zealand are among the regions where research has been conducted and adds to the positive findings about the KiVa programme.
The goal of KiVa is to prevent bullying and to teach how to manage cases of bullying effectively. The programme is based on three main elements: prevention, intervention and monitoring.
In 2011, the Bangor based Children's Early Intervention Trust (CEIT) charity was granted the licence to act as the UK KiVa dissemination agency. Since this time Professor Judy Hutchings and Dr Suzy Clarkson have undertaken a number of evaluation studies and managed the dissemination of KiVa in the UK.
Why and what is KIVA?
The essential elements of KiVa – Prevention, Intervention, and Monitoring
PAGE 21
Prevention – Aim to reduce bullying The preventive (universal) actions focus on all pupils learning how to prevent bullying. Lessons, class activities, and online games form the foundation of KiVa. Intervention – Tools to tackle highlighted cases of bullying The intervention (indicated) actions in KiVa are targeted specifically at pupils who have been involved in bullying. The goal is to provide schools and pupils with solution-focused tools to stop bullying. Annual monitoring KiVa offers tools to monitor the situation in the schools through an annual online survey for pupils and teaching staff. The feedback provided to schools enables them to understand their situation and how to improve their bullying prevention work. Finnish children achieve excellent academic outcomes, however, in 2006 the Finnish Government decided to focus on enhancing child well-being, and with this recognised the need to monitor bullying levels. For many years the government had relied on legislation that placed obligations on schools to design their own action plans and required a commitment from school staff to intervene immediately in bullying situations (“zero tolerance”). However, this failed to produce any changes in child reported levels of bullying. At the same time Professor Salmivalli and colleagues, at Turku University had completed many years of research on the social architecture of bullying and the role of bystanders, so the Finnish Ministry of Education and Culture contracted with Turku University to develop and evaluate an anti-bullying programme for schools within the Finnish comprehensive system (grades one to nine, children aged seven to fifteen years). KiVa is an acronym for “Kiusaamista Vastaan” (against bullying) and "kiva" is also a Finnish adjective for "nice". The KiVa programme is based on robust research that shows how the responses of bystanders maintain or decrease bullying behaviour. It aims to affect norms and skills, behaviour, attitudes, and the classroom and school climate. The programme has universal actions, at both class and school level, and indicated actions that address confirmed cases of bullying. Universal components The universal curriculum contains three lesson units suitable for ages 7-9, 10-12, and 13-15 years respectively supported by training, resources, class lessons, online activities, and parental advice and support. Units 1 and 2 both have ten structured lessons, each lasting approximately an hour and a half. Typically, each lesson is split into two 45-minute lessons a month. The lessons cover being part of a team, respect for others, learning about emotions, group interaction processes, and group pressure. They also provide explanations about types of bullying, how it is influenced by the bystander, its consequences and how both individuals and the class as a group can reduce it. The lessons include: discussions (class and small groups), role-play, video clips of people talking about having been bullied, group work, written assignments and whole class activities.
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Unit 3....
KiVa posters are displayed throughout the school and yellow high visibility KiVa vests are worn by staff at break and lunchtimes to remind both pupils and staff that they are in a KiVa school. Parent involvement and support is encouraged and there is a public access website for parents and other individuals interested in learning more about KiVa, bullying and how to support children to speak up about and/or stand against bullying. Pupils complete an annual anonymous survey at the end of each school year, reporting on whether they have been victimised and/or have bullied others. The results are fed back to the school, along with national figures, so that their progress in reducing bullying can be evaluated.
KiVa offers a wide variety of ready-to-use materials for teachers.
The programme materials include:
Teachers’ manuals Videos
Online games Parents’ guide Information letters for parents Presentation graphics for pupils, parents and staff Online surveys for pupils and teaching staff Vests and posters Clear strategies, scripts, and paperwork for intervention Support for implementation
Indicated actions Bullying is clearly defined as a repeated and intentional act with a power imbalance. Only cases that meet all three criteria are dealt with by the KiVa team. Indicated actions are scripted and discussions are short and solution focused. A member of the KiVa team first meets the victim, to gain an understanding of the situation and offer support. The team then meets individually with the bully or bullies. In this meeting the bully is asked to develop, and commit to, actions to help the victim. Follow up meetings are arranged with both parties. The class teacher also arranges for one or two high status peers, whom the victim has identified as not having been involved in bullying, to support the victim.
KiVa is not meant to be a one-year project, but a permanent part of the school’s anti-bullying work.
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Feedback on KIVA in the UK
“The school has introduced a new whole-school approach to the teaching of anti-bullying. As a result, pupils have an excellent understanding of what bullying is, what to do if it happens and who to tell. The school has worked actively with parents to share their work on anti-bullying and behaviour in addition to commissioning an external review of the school’s anti-bullying work. Most parents say that the school manages behaviour well and staff deal effectively with bullying.” West Midlands school (2016).
Training
Ideally two staff from each participating school attend the two-day training. The staff should be the chosen KiVa Coordinator and KiVa Team Lead.
A KiVa Coordinator needs to be trained and supported to take charge of the project within the school to launch the KiVa programme and ensure that teachers and all school staff are trained and resourced to deliver the universal aspects of the programme effectively. This person needs to ensure that class lessons are delivered, parents are informed, KiVa posters are displayed and KiVa vests are worn by playground supervisors.
A KiVa Team Lead needs to be trained in the strategies to address confirmed incidents of bullying. The KiVa Team Lead will ensure that all KiVa Team members are trained.
The training includes resources, detailed lesson plans and materials. Schools are also required to have a manual and associated resources for each KS2 class teacher. Schools register, through CEIT, with KiVa Finland in order to access the additional teacher material on an annual basis.
Contact sajda.b@bep.education for more information.
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PEER MENTORING
Each school will receive 1 day of training in school facilitated by highly experienced education leads and a youth and community practitioner. Training will cover role of a peer mentor, teamwork, listening skills, confidentiality, safeguarding, language, conflict, managing your own wellbeing and action planning for their campaign in school. 1 SLT member, 1 TA and 1 other staff member will have twilight training to support the peer mentors in delivering their project/campaign. Campaigns will be themed around: supporting transition and anti-bullying and others that fit with their own schools. After training, young people and staff meet (independently) to formulate an action plan that is specific to the school and the needs, they will add any campaigns around well-being in line with national drivers eg: world mental health day. In terms of quality assurance, we will work with you during the onboarding process to support schools identify/recruit students. We will support the school to ensure the action palm is embedded into the whole school and regularly reviewed by school lead and young people.
Contact sajda.b@bep.education for more information.
The children really enjoyed the peer mentor training. The sessions were really engaging and gave the children the opportunity to really think about how they can help and support others. The children developed confidence in sharing ideas and became really motivated about having a whole school impact on belonging, kindness and happiness. The sessions were really well managed, and we would love to be a part of this again and give other children in our school the opportunity to train as a peer mentor.
At Hodge Hill Girls School, through the SAYPMHP, student voice has become a crucial focus for the setting. With a whole school approach and the offer of peer mentor training, students have been trained as wellbeing ambassadors to promote and raise the profile of mental health and wellbeing across the school community. Through the delivery of the training, students have been trained in a variety of wellbeing approaches and strategies. The Y6 to Y7 transition project has been hugely successful whereby Y7's feel welcomed through weekly one to one mentoring session developing a sense of belonging and connection with school through peer led initiatives. The wellbeing ambassadors are promoting early intervention and support peer to peer wellbeing. Students are normalising conversations about mental health and wellbeing and openly talking about worries and concerns in and outside of school.
The children said,
"This has been the best two afternoons, and I want to keep doing it." "The only improvement is that we could do more. The time went too quickly." "I think it is really good and now I can help others to feel good."
Primary School
Secondary School
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TRAUMA INFORMED SCHOOL PRACTITIONER DIPLOMA (TISUK)
Who is it for: Professionals working with children and young people. Duration/format: 11-day training, live online or in person Admission Requirements: No previous training required, delegates will need to be working in a setting with children and young people.
A practical skills-based course, underpinned by evidence-based research studies. Designed to inform and empower staff to respond effectively to vulnerable children/ young people who have experienced trauma and/or have mental health issues by delivering interventions addressing mild to moderate mental health problems, with a focus on recovery. VISION AND AIMS The government Green Paper, ‘Transforming Children and Young People’s Mental Health Provision’ (December 2017), states: There is evidence that appropriately trained and supported staff such as teachers, teaching assistants can achieve results comparable to those achieved by trained therapists in delivering a number of interventions addressing mild to moderate mental health problems (anxiety, conduct disorder, substance use disorders and post-traumatic stress disorder.” This training provides the core skills to make this possible, informed by cutting edge research on what brings about trauma recovery. The training also includes the knowledge and skills for cultural change resulting in mentally healthy schools and communities (for both adults and children). The curriculum covers interventions designed specifically to address teacher stress, teacher absence and poor staff retention. So if you want to change vulnerable children’s lives, reduce exclusions, improve pupil attendance and staff retention, while positively impacting on the mental health of the school culture as a whole, then this certificated training is a must.
"I can honestly say that it was, by far, the best, most insightful, profoundly moving, expertly evidenced, endlessly interesting and fascinating, relevant and (as I’m sure will be testified to before long) most useful training I have received in my teaching career." 2020 Delegate
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TRAUMA INFORMED SCHOOL PRACTITIONER DIPLOMA (TISUK)
WHAT YOU WILL GAIN FROM ATTENDING
Working with young people…
Whole School Implementation…
Learn to relate to children and young people in ways that alleviate their suffering, support their learning, and make them feel cared for and appreciated. Know how to respond to children who are in distress/ stress states in ways that help them to emotionally regulate, feel psychologically safe and develop the capacity to handle stress well over time. Know how to respond to children who are in distress/ stress states in ways that help them to emotionally regulate, feel psychologically safe and develop the capacity to handle stress well over time. Learn how to relate with children in ways that enhance their self-esteem, confidence, and feelings of psychological safety. Know how to listen and empathise when children want to talk about painful issues and help them reflect and resolve. Develop an in-depth understanding of what it’s like for a child or teenager to suffer from specific mental health problem (e.g., depression/ anxiety and feel confident in offering them accurate empathy, understanding and key psychoeducation without inferring meaning Develop an in-depth understanding of the long-term impact of specific adverse childhood experiences and how to enable the child or teenager to work through feelings of anger and traumatic loss. Employ strategies for early intervention (early indicators of mental health difficulties) know limits of competence and refer on to other agencies when these are available.
Learn to relate to children and young people in ways that alleviate their suffering, support their learning, and make them feel cared for and appreciated. Know how to respond to children who are in distress/ stress states in ways that help them to emotionally regulate, feel psychologically safe and develop the capacity to handle stress well over time. Know how to respond to children who are in distress/ stress states in ways that help them to emotionally regulate, feel psychologically safe and develop the capacity to handle stress well over time. Learn how to relate with children in ways that enhance their self-esteem, confidence, and feelings of psychological safety. Know how to listen and empathise when children want to talk about painful issues and help them reflect and resolve. Develop an in-depth understanding of what it’s like for a child or teenager to suffer from specific mental health problem (e.g., depression/ anxiety and feel confident in offering them accurate empathy, understanding and key psychoeducation without inferring meaning Develop an in-depth understanding of the long-term impact of specific adverse childhood experiences and how to enable the child or teenager to work through feelings of anger and traumatic loss. Employ strategies for early intervention (early indicators of mental health difficulties) know limits of competence and refer on to other agencies when these are available.
COURSE STRUCTURE
The Diploma course is run over 11 days across two terms. There is an expectation to complete approximately 50 hours of work-based learning to deliver a twenty-minute Power Point presentation on Day 11 demonstrating how you have implemented your learning for the course. There is no written exam.
Contact sajda.b@bep.education for more information.
TOUCH GET IN
C/O Adderley Nursery School 1 St Saviours Road Birmingham B8 1HN office@bep.education 0121 285 0924 www.bep.education
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