Aframeworktosupportchildrenandyoungpeople Semotionalwellbeinginfife

mindsmatter

Aframeworktosupportchildrenandyoungpeople’semotionalwellbeinginFife

CommunityPlanningStrengtheningFife’sFuture

OMM:aframeworktosupportchildrenandyoungpeople’semotionalwellbeinginFife:

Introduction

Whydoweneedthisframework?Page3

Whatdoweknowaboutyoungpeople’semotionalwellbeing?Page4

Overviewofsupport

Whoneedssupport?Page5

Howdowegetthatsupportright?Pages5/6

Whatdoessupportlooklike?Page7

Stagesofsupport

UniversalSupport:

WhatarethekeyfeaturesofUniversalSupport?Page8

WhoprovidesUniversalSupport?Pages8/9

WhatdoesUniversalSupportlooklike?Pages9-10

Curriculum

Interwovenpracticesandwaysofworking

ListeningandTalking

Whatdowedotohelppeopletofeelinformedandabletosupport?Pages11-13

WesupportParentsandCarers

WesupportandenableYoungPeople’stoaccessrelevantandsuitableinformation

Wepromoteyoungpeople’sinvolvementinpeernetworksandtheirsocialinteraction

Wesupportingprofessionalsaroundthechild

AdditionalSupport:

WhatarethekeyfeaturesofAdditionalSupport?Page14WhoarethepartnerswhocansupportattheAdditionallevel? Page14Howdoweworktogethertoconsiderneedsandidentifynextsteps? Page15WhatmightAdditionalSupportlooklike? Pages16-17

Individualandgroupsupportdesignedtorespondtoneeds

Coachingandperson-centredplanning

Supportingprofessionalsaroundthechild

SupportingParentsandCarers

IntensiveSupport:

WhatarethekeyfeaturesofIntensiveSupport?Page18

Whoarethepartnerswhocanprovideintensivesupport?Page18Howdoweworktogethertoconsiderneedsandidentifynextsteps? Page18WhatmightIntensivesupportlooklike? Pages19/20

Longertermsupportandtreatment

Multisystemictherapies

Tailored,onetooneprofessionalsupporttohelpyoungpeopletobuildskills,self-confidenceandresilienceandtostopharmfulbehaviours

Regularcheckingtoensurethatsupportismeetingneeds

Listening–whichcouldincludecounselling

Supportingtheprofessionalsaroundthechild

Introduction

Whydoweneedthisframework?

Thisframeworkrecognisesthatchildrenandyoungpeopleneedsupportfromgood,broadpastoralcarearoundthemandameansofsupportiftheyexperiencedifficulties. Theresponsibilityforchildrenandyoungpeople’shealthlieswiththewiderangeofsupportersaroundthem–families,friendsandprofessionals.

Assuchtheaudienceforthisframeworkisallpartnersinvolvedinsupportingyoungpeople’smentalandemotionalwellbeing.

Thisoverarchingframeworkaimstogivefocustoservicesforchildrenandyoungpeopletoclarifywhoisinvolvedinthissupport,whatitlookslikeatdifferentlevelsandtoencourageintegrationandsharingofapproaches.

Emotionalhealthdoesnotsitseparatelytogeneralhealthandwellbeingandmustbeseeninthecontextofwiderneeds.Itisrecognisedwidelythatyoungpeoplefacemanychallengesgrowingupandsosomerestraintshouldbeexercisedinlabellingyoungpeoplewith‘mentalillness’diagnosesormedicalisingthenormalgrowingupprocess.

Allpartnersinvolvedinproducingthisframeworkhaveagreedthefollowingdefinitionofgoodmentalhealth:

Positiveemotionalwellbeing,orwhatissometimesreferredtoasgoodmentalhealth,canbedefinedas:

“Astateofwellbeinginwhicheveryindividualrealiseshisorherownpotential,cancopewiththenormalstressesoflife,canworkproductivelyandfruitfullyandisabletomakeacontributiontohisorhercommunity.”

WorldHealthOrganisation2009,GIRFEC

“Themajorityofyoungpeoplewillfacedifficultiesastheygrowup:it’sagiven.Mostarehealthy,despitetheseexpectedhighsandlows.”

MakingSense:Areportbyyoungpeopleontheirwell-beingandmentalhealth”,HAFALgroup:ForrecoveryfromseriousMentalillness,January2016.

International,nationalandlocalresearchonyoungpeople’smentalhealthandwellbeingindicates:

1.Internationally,youngpeoplereportincreasinglevelsofstressandanxiety.

2.Poorermentalhealthisassociatedwithpoorphysicalhealth.

3.Scottishadolescents’mentalhealthisdeteriorating.

4.ThedeclineinScottishadolescent’smentalhealthissteeperthaninothercountries.

5.ThereisastronglinkbetweenSocioEconomicStatusandmentalhealth.

6.Evidencesuggeststhatthedeclineisstronglylinkedtobodyimage.

7.Fifepupilstellustheyneedmorehelpwithbuildingfriendships,developingresilienceandtheabilitytocopewithpeerissues.

References:SALSUS(2015)Data,FifePupilwisesurveydata(2015)

IpsosMORIScotland:YoungPeopleinScotlandSurvey(2016)

Whoneedssupport?

Potentiallyeveryoneatsomepoint,tosomeextentneedssupport.

Itisimportanttorememberthat:

»Itisnormaltoworry.

»Itisnormaltohavechallengeswhengrowingup.

»Mostyoungpeoplehandlethesechallengeswell,withthesupportoffamilyandfriends.

»Someyoungpeopleneedadditionalsupport.

»Asmallnumbermaystruggletocopemorethanothers,andmayneedspecificsupportfromhealthorotheragenciestodeveloptheircopingskills.

Howdowegetsupportright?

Welistenandrespondtowhatyoungpeopletellustheyneed.

Intheirreport,entitled‘OurGeneration’sEpidemic’(July2016),theScottishYouthParliamenttellusthat:

a)Themajorityofyoungpeopledonotknowwhatmentalhealthinformation,supportandservicesareavailableintheirlocalarea.

b)Oneinfiveyoungpeopledonotknowwheretogotoforadviceandsupportforamentalhealthproblem.

c)YoungpeoplefeelmorecomfortabletalkingabouttheirmentalhealthtoaGPorothermedicalprofessional,andsomeonetheyarecloseto.

d)Youngpeoplefeelthatthereisarangeofbarrierstotalkingopenlyaboutmentalhealth,includingembarrassment,fearofbeingjudgedandalackofunderstandingaboutmentalhealth.

e)Twenty-sevenpercentofyoungpeoplesurveyeddonotfeelsupportedtotalkaboutmentalhealthintheirschool,college,universityorworkplace.

Thisfeedbackfromyoungpeoplehasinformedthedesignofthisframework.

WeuseGIRFECapproaches.

The‘GettingitRightinFifeFramework’describestheagreedcommonlanguageandapproachesregarding

whenandhowservicesengagewith

children,youngpeopleandfamilies.

TheGIRFECwellbeingindicatorswheelandthe‘Nationalpracticemodel’aretoolswhichsupportpractitionersnotonlytoidentifyneedasearlyaspossiblebuttoworktogethereffectivelytomeettheneedsofthechildoryoungpersonconcerned.

Whatdoessupportlooklike?

ItcanbeUniversal,AdditionalorIntensive

The‘GettingitRightinFifeFramework’explainshowUniversal,AdditionalandIntensiveservicescanworkeffectivelyassingleagencies,jointlyorwithinanintegratedapproach,tohelpdevelopandpromotechildrenandyoungpeople’swell-being.

ForthepurposesofthisframeworkthefollowingdefinitionsofUniversal,AdditionalandIntensivehavebeenagreed:

Whilsttheframeworkappearstodescribethreedifferentstagesofinterventioninfacttheseareseenasacontinuumwhereservicesmoveacrossthecategoriesrespondingtoneedsinaflexibleandproportionateway.

Afundamentalprinciplethatunderpinstheframeworkisthatasfaraspossiblechildren,youngpeopleandfamiliesaresupportedbyUniversalprovisionsasthisreducestheneedtomoveintoAdditionaland/orIntensivesupport.

WhatarethekeyfeaturesofUniversalSupport?

Itisavailabletoallyoungpeopleandvaluesdiversity.

Itpromotestheholisticdevelopmentandwellbeingoftheyoungpersonasaneffectivecontributor,confidentindividual,responsiblecitizenandsuccessfullearner.

Itsupportsandenablespositiveandeffectiverelationshipsaroundtheyoungperson.

Itlistenstoyoungpeopleandencouragesresilienceandasolutionfocusedapproach.

Itenablesthepeoplearoundtheyoungpersontofeelinformedandabletosupport.

Itinformsyoungpeoplewheretoseekadviceandinformation.

WhoprovidesUniversalSupport?

“Allyoungpeopleneedthesupportandguidanceoffriends,family,teachers,youthworkersandotherstoenjoyandsustainahealthylifestyle.Inmostcircumstancesthesepeoplesupportyoungpeopletomaintaintheirwell-beingevenwhentheyfacesignificantproblems:forfamiliesthisnormallyhappensinstinctively;forprofessionalsitshouldbeacorepartof

theirrole.”

MakingSense:Areportbyyoungpeopleontheirwell-beingandmentalhealth”,HAFALgroup:ForrecoveryfromseriousMentalillness,January2016.

AwiderangeofpeoplearoundtheyoungpersonprovideUniversalsupport.

• Friendsandpeers
• Parents,carers
• FamilyMembers
• YouthWorkers
• Community(e.g.Clubsandgroups)
• SchoolStaff(e.g.Teachers,PupilSupportAssistants,SupportStaff)
• GPs
• SchoolNursingService

WhoprovidesUniversalSupport?(continued)

Youngpeopleremindusoftheimportanceofhavingsupportfrompeopletheytrust.Thiscouldbefromfriends,familiesortrustedadults.IntheScottishYouthParliament’sreport,youngpeoplereportedonwhotheychoosetogotoforinformationaboutmentalhealth:

WhatdoesUniversalsupportlooklike?

Curriculum:

CurriculumforExcellencesupportsallyoungpeople.Allchildrenandyoungpeopleareentitledtoexperienceacoherentcurriculumfrom3to18whichprovidesabroadgeneraleducationincludingwellplannedexperiencesandoutcomesacrossallthecurriculumareas.Childrenandyoungpeople’shealthandwellbeingistheresponsibilityofallschoolstaff.

WithintheHealthandWellbeingcurriculumchildrenandyoungpeopledeveloptheknowledgeandunderstanding,skills,capabilitiesandattributeswhichtheyneedformental,emotional,socialandphysicalwellbeingnowandinthe future.Learningthroughhealthandwellbeingenablesyoungpeopleto:

-Makeinformeddecisionsinordertoimprovetheirmental,emotional,socialandphysicalwellbeing.

-Developemotionalintelligence,resilienceandmindfulapproaches

-Experiencechallengeandenjoyment

-Experiencepositiveaspectsofhealthylivingandactivityforthemselves

-Applytheirmental,emotional,socialandphysicalskillstopursueahealthylifestyle

-EstablishapatternofhealthandwellbeingwhichwillbesustainedintoadultlifeandwhichwillhelptopromotethehealthandwellbeingofthenextgenerationofScottishchildren.

ManyYouthandCommunitygroupsalsouseCurriculumforExcellencetoinformtheirapproachesandseeaspectsofpracticefromtheabovelistasbeingcoretotheirwork.

Interwovenpracticesandwaysofworking:

AnumberofkeyfeaturesareinterwovenintoourUniversalpracticesandwaysofworkingtosupportyoungpeople:

-Respectfulandinclusivecultureswhichreinforcepositivevaluesandbuildeffectiverelationships

-Positive,holisticapproacheswhichrecognisetheconnectednessofthedifferentaspectsofwellbeingandwhichemphasisesyoungpeoples’strengthsandcapacities

-Effectivepartnershipswithfamiliesandcommunityorganisations

-Encouragementofyoungpeopletobeactivebyundertakingopportunitiesforbroadachievement(e.g.leadership,volunteering,personaldevelopment)

-Recognitionoftheimportanceofyoungpeople’svoice,membershipof

groupsandvaluingofpeernetworks

-Promotionofqualityconversationsbetweenadultsandchildren

-De-stigmatisationofmentalhealth(e.g.usingtheRespectMeresource)

-Programmesofsupportinschoolandcommunitycontextstoenableyoungpeopletocopewithknownstressorssuchasexamsandsocialmedia(e.g.annualworkshopsforparticularagegroups,wholeschoolassembliesetc.)

ListeningandTalking:

Listeningandtalkingwithyoungpeopleonaninformalandformalbasiscanbeveryeffectiveinhelpingthemtomanagetheiremotionseffectivelyandtodevelopresilience.Thisinvolvesmakingandtakingopportunitiesto:

•Talkwithyoungpeopleaboutthethingsthathavegonewellandreflectingonchallengesandhowtheydealtwiththem.

•Encourageyoungpeopletorecogniseandtalkopenlyabouttheirfeelingsinasupportiveenvironment.

•Supportandhelpyoungpeopletothinkaboutsolutionstoproblemsthemselveswhenthingsdon’tgowell.

•Helpyoungpeopletorecognisethatpeoplehavedifferentqualitiesand

outlooksonlife.

•Supportyoungpeopletoexplorewaystoresolveissuesindependentlyandtoknowhow,whenandwheretoseekhelpandadvice.

•Encourageyoungpeopletokeepasenseofhumourandperspective

•Reinforceyoungpeople’sperseverancewhenthingsdon'tworkout.

•Letyoungpeopleknowthatyouaretheretohelpifneedsbebutnotinsistingongivinghelp.

Wesupportparentsandcarers:

Allprofessionalsworkingwithchildrenandfamilieshavearoletooffersupportandadvicetoparents.Forexample:

»Circulation/sharingofparentalinformationleafletsandwebsiteinformation.

»Involvementinuniversallyavailablefamilylearningexperiences(e.g.

InductionfornewPrimaryOneparents,HealthWeeks,Opendays,Parents’Evenings,etc.).

Professionalsneedtolookforallopportunitiestomeetfamilies’needsforinformation.

Adviceisavailabletoyoungpeopleandtheirfamilieswithinthelocalcommunity(ForexampleYouthClubsanduniformedorganisations).AdditionallySchoolNursesareinvolvedinactivitieswithinschoolsandarewellplacedtosign-postpeopletootheragencies/servicesasappropriate.

WesupportandenableYoungPeopletoaccessrelevantandsuitableinformation:

Informationneedstobeeasilyaccessedbyyoungpeople.Thiscanbeachievedby:

•Publicisingonlineresourceswhichareavailableassourcesoffurtherinformationona)generalhealthandwellbeingb)keythemesofmentalandemotionalwellbeing

•Displayingsourcesofinformationonnoticeboards,leafletsandposters.

•Signpostingtoarangeofpeoplewhocanhelp,e.g.NamedPersonortrustedadultwithintheestablishment/supportnetwork.

•Providinginformationsessionstoparticularagegroupsoratparticularcalendartimestoaddressidentifiedstressfulthemes,suchassocialmediaandexamstress.

•Promotingstrongpartnershipworkingtoensuresharedmessagesandconsistencyofapproaches.

Wepromoteyoungpeople’sinvolvementinpeernetworksandtheirsocialinteraction:

“Peersupportshouldbeencouraged.Itisnosurprisethatnearlytwo-thirdsofyoungpeople(64percent)saidthattheywouldturntotheirfriendsiftheystartedexperiencingproblemswiththeirmentalhealth.Youngpeopleareoftendealingwithsimilarissues;weshouldactivelyencourageconversationonthesematters”.

MakingSense:Areportbyyoungpeopleontheirwell-beingandmentalhealth”,HAFALgroup:ForrecoveryfromseriousMentalillness,January2016.

Partnersacrossserviceshaveasharedresponsibilitytoprovideinformationandadviceandtosupportpeernetworksandsocialinteractions.:

Keyactionsinfacilitatingandenablingeffectivepeerandsocialinteractionsare:

»Facilitatingyoungpeople’saccesstoinformationtoansweranyquestionsastheyariseandtoenablethemtosignpostsupporttofriends.

»MakinguseofexistingPeerNetworkstoensurekeymessagesaroundemotionalhealtharesharedwithyoungpeoplewhoareinleadroleseitherwithinaschoolorcommunitygroup.(e.g.Prefects,HouseCaptains,SportsAmbassadors)

»Providingtrainingforpeersupportnetworksinschoolsorcommunitiessothatyoungpeoplecantalkto,andseekadvicefrom,trainedpeers.

Wesupportprofessionalsaroundthechild:

Professionalsgetinformationandsupportinthefollowingways:

»ProfessionalSupportandDevelopment:

NamedPersons’trainingtodevelopskillsandconfidenceinsupportingyoungpeople’semotionalwellbeing,alongwithassociatedsupervisiontosupportthemintheirrole.

Allpractitionershaveaccesstoarangeofcoursesrelatingtoaspectsofemotionalwellbeing,whichtheycanoptintodependingontheirindividualdevelopmentneedsandinterests.

AcoretrainingprogrammeisbeingdevelopedwhichwilloverlapwithSchoolNursingservicetraining.CAMHSwillbekeypartnersindevelopinganddeliveringthistrainingwiththeaimofbuildingpractitionersconfidenceacrosspartnersattheUniversallevel.

»Accesstofurtherinformation,forexample:

PoliciesandGuidance,e.g.Anti-BullyingPolicy,BehavioursandRelationshipsStrategy,GettingitRightinFife(GIRIF)Framework.

Websiteswithwiderangeofwellbeingguidance(SeeAppendix)

AlinkEducationalPsychologistisinplaceforeveryeducationalprovisioninFife.Theyprovide:

•Adviceandsupporttoschoolstaff,pupilsandparentsonawiderangeofsupportneeds,includingyoungperson’semotionalwellbeingandmentalhealthissues.

•Assessmentsupport

•Trainingforschoolandmulti-agencystaffinprovidingsupporttounderstand,identifyandintervenewithyoungpeoplepresentingwithawiderangeofwellbeingneeds.Inlinewithrelationshipsandbehaviourstrategy(e.g.nurturingapproaches,emotionalliteracy,mind-set,CognitiveBehaviouralTherapyetc.)

•SchoolDevelopmentSupport(e.g.aroundAttachment,Building

Resilience,DevelopmentofGrowthMindset)

•PartnershipthroughWellbeingPathwayProcesses

•Supporttoschoolmanagementtodeveloporganisationalenvironmentswhichsupportpositiveemotionalwellbeing

WhatarethekeyfeaturesofAdditionalSupport?

ItisavailabletoFifepupilsbasedontheirindividualneeds.

ItusestheChildWellbeingPathwayalongwiththevarietyofavailableassessmenttools

ItappliesresourcesavailableacrossFife(e.g.parentingprogrammes,pupilgroupsupportprogrammes)

Itinvolvespartners(e.g.parentsand/orotherprofessionals)inassessing

andrespondingtoindividualchildren’sneeds

Partnersandyoungpeoplehaveaccesstoappropriateinformationatasuitablelevel

Itlistensandcoachesyoungpeopletosupportthemtoberesilientandexploresolutions.

Itdrawsuponlocallyavailablesupport.

WhoarethepartnerswhocansupportattheAdditionallevel?

“Wearecallingfornon-mentalhealthprofessionals;teachers;school,collegeanduniversitycounsellingservicesandyouthgroupstosharetheresponsibilityforthemajorityofchildrenandyoungpeople’semotionalneedsandoveralldevelopment.SpecialistCAMHSshouldsupportthemuchsmallernumbersofyoungpeoplewiththehighestneeds.”

MakingSense:Areportbyyoungpeopleontheirwell-beingandmentalhealth”,HAFALgroup:ForrecoveryfromseriousMentalillness,January2016.

EducationalPsychologyService

PupilSupportService

SupportforLearnersService

SchoolNursingService

FamilyandCommunitySupportTeam(FACST)

SocialWorkTeams

ThirdSectorOrganisations

ClinicalPsychology

ChildandAdolescentMetalhealthService(CAMHS)

Relevantcommunityclubsandorganisations

WeusetheChildWellbeingPathway.

MentalHealthdoesnotsitseparatelytogeneralhealthandwellbeing.Tounderstandandsupportyoungpeople’smentalandemotionalwellbeingwemusttakeamoreholisticoverviewoftheirgeneralwellbeingandcircumstances. TodothisweusetheChildWellbeingPathwayprocesses.

TheChildWellbeingPathway:

•IsconsistentwiththeNationalPracticeModelandidentifiesproportionate,appropriateandtimelyearlyintervention.

•Includeschildren,youngpeopleandtheirfamiliesinthedecisionmakingprocessinastructuredway.

•IscomplementedbyagreedsingleagencyWellbeingandRiskAssessmentToolswhichareavailabletoEducationandHealthstaff.Thissupportsdiscussionoftheriskandprotectivefactorsaroundtheyoungperson.

•OutlinesaGettingItRight,earlyinterventionapproachtoaddressingemergingneedsorrisks.

•SitsfirmlywithinthecontextofGIRFECandtheWellbeingIndicators(SHANARRI)toassistbroaderassessmentsrelatingtotheneeds,risksandstrengthspertainingtoachild.

TheChildWellbeingPathwayisusedwheretheNamedPersonidentifies,orreceivesinformationthatwouldindicatethereare,ormaybe,wellbeingconcernsaroundachildoryoungperson.

Centraltotheprocessarethefivekeyquestionswhichpractitionersshouldroutinelyaskiftheyhaveconcernsaboutthegrowthanddevelopmentofthechildoryoungperson:

1.Whatisgettinginthewayofthischild’soryoungperson’swell-being?

2.DoIhavealltheinformationIneedtohelpthischildandyoungperson?

3.WhatcanIdonowtohelpthischildandyoungperson?

4.Whatcanmyagencydotohelpthischildoryoungperson?

5.Whatadditionalhelp,ifany,maybeneededfromothers?

Individualandgroupsupportdesignedtorespondtoneeds:

Directworkwithyoungpeoplecansupportthedevelopmentofcopingstrategiesinrelationtoawiderangeofpresentingdifficulties.ThiscouldbeprovidedbyawiderangeofpartnerssuchasEducationalPsychologyService,SchoolNursing,CommissionedServicesorlocallyavailableThirdSectorservices.

SchoolNursesprovideadditionalsupporttoyoungpeopleandparentsusingarangeofresources,forexample:

»ThatFeelsBetter–recognisinganddealingwithdifficultfeelings

»TheFiveAreas–overcomingmoodanddepression

»TheWellbeingCards

FurtherinformationisavailableonthesefromSchoolNursesor

CoachingandPersonCentredplanning:

Coachingcanbeusedineverydayinteractionswithyoungpeopletosupportthemtoidentifytheirownstrengthsandtodeveloptheirowncopingskillsandresilience.Coachingisnotaboutteachingorcounselling;itisaboutcreatingtheenvironmentinwhichyoungpeoplecanlearnfromthemselves,aboutthemselvesandmaketheirown

changes”.

“MentalHealthandWellbeing:FifeCouncilEducationalPsychologySupporttoSchools”,VivSutherland,PrincipalPsychologist,August2016

ListeningattheAdditionalstagecounselsyoungpeoplethroughcoachingandpersoncentredplanning.Thesehavethreemaincharacteristics:

1.Theyaremorethanjustspurofthemomentinformalinteractions.

2.Theyarefocusedontheotherperson–thestrengths,challengesandattributestheybringto

theconversation.

3.Theirpurposeistostimulatethinking,growthandchangethatwillleadtoaction.

Manypractitionerscarryoutcoachingandpersoncentredplanningonadailybasisandtrainingisprovidedforthosewhowishtodevelopfurtherskills.

WhatmightAdditionalsupportlooklike?(continued)

SupportingProfessionalsaroundthechild

Directadvice,consultationandcoachingsupporttoschoolstaffworkingdirectlywithyoungpeople(e.g.nurturingandattachmentstrategies).

Trainingforschoolstaffonparticularidentifieddifficultiesandhowbesttosupporttheme.g.griefandbereavement,angermanagement,behaviourmanagement,attachmentdifficulties,anxietyetc.

Accesstorangeofassessmenttools(e.g.WEMWBandStrengthsandDifficultyQuestionnaires)

Signpostingtoandliaisonwithspecialistpartners(e.g.EducationalPsychologists,SchoolNursing).Thereisawiderangeofonlineresourcesthatcansupportchildrenandyoungpeople,parents/carersandprofessionals.SomeofthesehavebeendevelopedbypartnersinFifeandothersareavailablenationally.ExamplesoftheseareincludedinAppendixOne.

SupportingParentsandCarers

Allprofessionalsworkingwithchildrenandfamilieshavearoletoofferadditional,tailoredsupportandadvicetoparentsasrequired.Forexample:

»Emotionalsupportforparentsexperiencingchallengerelatedtotheirchild’sadditionalsupportneeds.

»Sharingofadviceandinformationandsignpostingtoothersourcesofguidance(e.g.leaflets,supportgroupsandwebsites).

»Accesstospecificfamilylearning/parentingprogrammes,(e.g.IncredibleYear,MellowBumps).

Professionalsneedtolookforallopportunitiestomeetfamilies’needsfordirectedsupportaccordingtotheiryoungperson’sadditionalsupportrequirementsortotheirownneedsasparents.

WhatarethekeyfeaturesofIntensiveSupport?

Itisforthosewithcomplexsignsofmentaldistresswhichimpactontheirdaytodayfunctioning.

Itisdesignedtomeetspecificneeds,whichareidentifiedthroughmulti-agencyassessmentandplanningthroughtheWellbeingPathway.

ItiscoordinatedbytheNamedPersonorLeadProfessional,withsupportfromspecialistagencies.

Itmayinvolveintensive,individualorgroup

interventionsspecificallytargetedtomeettheneedidentified.

Itinvolvespartnershipwithspecialistproviders.

Whoarethepartnerswhocanprovideintensivesupport?

Intensivesupportrespondstoahighlevelofneed,riskandvulnerabilityexperiencedbyasmallproportionofyoungpeople.

Itislikelyatthisintensivestagethatspecialistproviderswillworkinpartnershipwithexistingsupports.ThiswouldincludeNHSservicessuchasCAMHSandspecialistcommissionedservices.

Howdoweworktogethertoconsiderneedsandidentifynextsteps?

Asmallnumberofchildrenovertimemayneedagenciestoworktogethermoreintensivelytopromotetheirwell-being,requiringcarefullycoordinatedinterventionandaccesstothoseresourcesthatarenotgenerallyavailable.

TodothiswecontinuetousetheChildWellbeingPathwaywithappropriatepartners’involvement,drawinguponmulti-agencyassessmentprocesses.

Whatmightintensivesupportlooklike?

Duetothecomplexandvariednatureofmentaldistressitislikelythatbespokepackagesoftherapeuticinterventionsandcarewillbecreatedforindividualyoungpeople.

Thismayinclude:

Longertermsupportandtreatmentforthosewithconditionslikelytohaveanenduring,inhibitingeffectonnormalemotional,psychologicalandsocialdevelopment.

Multisystemictherapyincludingapproachessuchasbehaviouraltherapy,cognitivebehaviouraltherapyandstructuredfamilytherapytoworkwithyoungpeopleandtheirfamilies.

Tailored,onetooneprofessionalsupporttohelpyoungpeopletobuildskills,self-confidenceandresilienceandtostopharmfulbehaviours.

Regularlycheckingtoensurethatsupportismeetingneeds.Specialistdeliverersshareinformationonthetypeofsupportprovidedfortheyoungpersontheirapproachesthroughthewellbeingpathwayprocessesonandadviseonwhetheritissuccessfullymeetingneeds.ThisenablespartnersinvolvedintheWellbeingPathwaytoconsiderappropriatenextsteps.

“Counsellorsoffertroubledand/ordistressedchildrenandyoungpeopleanopportunitytotalkabouttheirdifficulties,withinarelationshipofagreedconfidentiality”.

TheBritishAssociationforCounsellingandPsychotherapy(BACP)

• Listeningattheintensivestagecouldinvolvecounselling.

TheoptionofCounsellingasamentalhealthinterventionthatchildrenoryoungpeoplecanvoluntarilyenterintoiftheywish.Counsellinggiveyoungpeopletheopportunitytoexplore,understandandovercomeissuesintheirliveswhichmaybecausingthemdifficulty,distressand/orconfusion.Acounsellingrelationshiphasidentifiedboundariesandanexplicitcontractagreedbetweentheyoungperson,counsellorand,whereappropriate,parentandcarer.

Whatmightintensivesupportlooklike?(continued)

Supportingprofessionalsaroundthechild

Directadvice,consultationandcoachingsupporttoschoolstaffworkingdirectlywithyoungpeople(e.g.nurturingandattachmentstrategies).

LiaisonandpartnershipworkingwithspecialistservicesHealthledAssessmentandManagementPlans

Partnersaroundtheyoungpeopleandyoungpeoplethemselvesneedaccesstohighqualityinformationaboutmentalhealth.

Fife'sCommunityPlanningPartners:FifeCouncil•NHSFife•Fife'sVoluntarySedor•PoliceScotland•ScottishFireRescueService•FifeCollege•ScottishEnterprise•StAndrewsUniversity•SEStran•SkillsDevelopmentScotland•ScottishGovernmentWorkingtogethertodeliverourCommunityPlanandstrengthenFife'sfuture•