Developing a Critical Incident Plan

1
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
2
HSE Health Promotion
3
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
4
Social Personal and Health Education (SPHE)- A
Whole School Approach

• Siobhan Foster
• SPHE Support Service

5
Teenage Health Issues

• Substance Misuse - smoking, alcohol, other drugs
• Mental Health Issues anxiety, stress,
  depression, self harm, suicide, copycat suicide,
  para suicide
• Anger management, violence
• Disordered eating, nutrition problems, body image
• Reduced physical activity, increased body weight,
  
• Sexual health related issues- teenage
  pregnancy, STIs, risky behaviours
• Child Abuse physical, emotional, neglect,
  sexual
• Poverty
• Knowledge of and access to appropriate health
  services

6
At risk factors for Teenagers

• Highly self critical
• Low self-esteem
• Poor emotional literacy
• Poor communication skills
• Poor problem solvers
• Fear of significant change
• Unresolved grief
• Those suffering from undiagnosed/untreated
  depression
• Addictive personalities (alcohol and drugs)

7
More At risk factors for Teenagers

• Impulsive
• Experimental stage of development
• Inability to form healthy relationships
  friendships
• Unhealthy Relationships Peer Pressure
• Body Image influence of the media
• Unresolved Sexuality issues
• Lack of Coping Skills
• Abuse
• ..

8
Teenage years- an appropriate time to target the
Health WHO

• Time of rapid growth and development
• Physical, social and psychological development
  occurring at different rates
• Sexual maturation and start of sexual activity
• Experimentation..starting behaviours that may
  become lifetime habits
• A frequent lack of knowledge skills to make
  healthy choices

9
What do teenagers need?

• Self esteem and self confidence
• Skills to manage conflict constructively
• Ability to understand, manage and talk about
  their feelings .loss, grief, failure, anger,
  jealousy..
• Assertiveness skills, the ability to say no and
  deal with peer pressure
• Decision making skills
• A variety of coping strategies
• Correction information
• Healthy relationships friendships
• Empathy, to know how to be a real friend
  support to others
• Safe supportive environments
• To know when and who to go to for help
• Access to appropriate support agencies

10
How does SPHE respond to the needs of teenagers
in the school context?

• S.Social
• P.Personal
• H.Health
• E. Education
• The SPHE Support Service Post Primary is a
  partnership between the DES, Dept. of Health HSE

11
At the heart of SPHE is a holistic understanding
of Education Health

• Education
• To contribute to the development of all
  aspects of the individual, Aesthetic, Creative
• Cultural, Emotional, Intellectual, Moral,
  Physical, Political, Religious, Social
  Spiritual
• Health
• is a state of complete physical, mental and
  social well-being, not merely the absence of
  disease or infirmity

12
One function of a school is

• to promote the moral, spiritual, social and
  personal development of students and provide
  health education for them in consultation with
  their parents, having regard to the
  characteristic spirit of the school
• (Education Act, 1998)

13
Aims of SPHE

• To enable students to develop skills for
  self-fulfillment and living in community
• To promote self-esteem and self-confidence
• To enable students to develop a framework for
  responsible decision making
• To provide opportunities for reflection and
  discussion
• To promote physical, social, sexual, mental, and
  emotional health and wellbeing

14
SPHE CHARACTERISTICS

• A lifelong process
• A shared responsibility
• Based on student needs and interests
• Spiral and activity based
• Developed in a number of contexts
• Focus on skills, knowledge, attitudes and values

15
A Whole-School Approach.. Where does SPHE
happen?

• Within a safe, supportive, learning environment
  where there is
• A SPHE Programme
• Cross Curricular Connections PE, Home Ec.,
  Science, RE..etc.
• Subject Lessons
• Extra-Curricular Activities
• Work Experience
• Hidden Curriculum.
• Every teacher and staff member, every class and
  extra-curricular activity has offered and
  continues to offer opportunities for enhancing
  the personal and social development of the
  student

16
A Whole-School Approach..Creating a safe,
supportive, learning environment for students

• Inservice training upskilling of the SPHE
  teachers, Coordinators Senior Management to
  assist in the effective delivery of the SPHE
  programme
• Supporting Schools in the development of clear
  policies procedurespastoral care, anti
  bullying, SPHE /RSE, Internet Safety, Substance
  misuse.
• Supporting School Care Teams
• Whole Staff Training A Whole School Approach to
  SPHEPromoting Student Welfare, Promoting Staff
  Welfare.
• Anti-Bullying Training Support For the whole
  school community
• Assisting schools with a Themed Week or Events
• Child Protection Guideline Training for Senior
  Management Boards of Management
• Parent Evenings
• All contributes to the creation of a safe
  supportive environment for students

17
A Supportive School Environment

• People feel valued
• Self esteem is fostered
• Respect, tolerance and fairness are evident
• High expectations and standards are promoted
• Support offered for those in difficulties
• Open communication
• Work in partnership with Parents Statutory
  Voluntary Agencies

• Effort is recognised and rewarded
• Uniqueness and difference are valued
• Conflict is handled constructively
• Initiative and creativity are encouraged
• Social, Moral and Civic values are promoted

18
SPHE Modules

• Belonging and integrating
• Self-management
• Communication skills
• Physical health
• Friendship
• Relationships and sexuality
• Emotional health
• Influences and decisions
• Substance use
• Personal Safety

19
Emotional Health Module

• 1st year
• Recognising Feelings
• Respecting my feelings the feelings of others
• 2nd year
• Self Confidence
• Body image
• 3rd Year
• Stress
• Feelings Moods

20
Mental Health Promotion in Schools

• Mental health is fundamental to good health,
  wellbeing and quality of life. It is a resource
  for everyday life which enables us to manage our
  lives successfully
• Importance of promoting mental health in its own
  right, as well as its role in reducing the risks
  of mental ill-health (WHO, 2002, 2005)
• Focus on promoting positive mental health
• Enhancing the strengths and competencies of
  individuals, communities and society

21
Mental Health Promotion in Schools

• Classroom curriculum-based approach - generic
  life skills training
• Whole school approach - the school setting
  including the school ethos and environment, and
  involving the parents and the local community
• Targeted interventions - students at higher risk
  e.g. of depression and suicide

22
Teaching Methodologies

• Active Learning Methods
• Group Work
• Brainstorming
• Role play
• Artwork
• Games/icebreakers
• Discussion
• Visualisation/relaxation exercises
• DVD
• Projects
• Activity Themed Weeks
• Speakers

• Do

Apply Review
Learn
23
Second Level SPHE

• SPHE Mandatory _at_Junior Cycle
• 1 Class Period A week
• Max 35 weeks in academic year
• 10 modules in SPHE
• 35 x 40mins lesson plans required
• Min 6 lesson required for RSE Relationships
  Sexuality
• 29x 40mins for 9 SPHE modules
• Senior Cycle SPHE not mandatory
• RSE Mandatory 6 lessons/year (4th 5th 6th )
• Some schools have SPHE timetabled _at_ Senior Cycle

24
Effectiveness of programmes

• Weare (2004) programmes that teach social and
  emotional competence can result in gains that are
  absolutely central to the goals of all schools.
  Gains include improved school atmospheres, more
  effective learning, better behaviour, higher
  school attendance, higher motivation, higher
  morale of students and teachers, and better
  results for students schools (p13)

25
SPHE Inservice

• An Introduction to SPHE course content and
  methodologies
• Continuation Training in SPHE - a focus on the
  core concepts of Self Esteem, Assertive
  Communication, Influences, Decision Making and
  Feelings.
• Relationships and Sexuality Training - 2 day
  Junior Cycle
• Senior Cycle RSE Training -TRUST resource
• Sexual Health Day Sexual Orientation
  Homophobic Bullying
• Anti Bullying

26
SPHE Inservice

• Physical Health Day
• Mental Health Day
• Working Things Out Through SPHE ( Mental Health)
• Emotional Health Day
• Self Management Study Skills Day
• Coping with Loss Bereavement
• Internet Safety- Be Safe Be Webwise// in
  conjunction with NCTE
• Drug Education Day
• Coordinators half day
• Senior Management half day

27
Whole Staff Workshops

• A Whole School Approach to SPHE
• Promoting Student Welfare
• Promoting Staff Welfare
• Anti-Bullying Support For the school community
• Policy Development Support
• Relationships Sexuality
• Substance Use
• Anti-Bullying
• Pastoral Care
• Other Supports
• In-school support/training for SPHE Teams e.g.
  Planning a SPHE Programme
• Meeting with coordinators, senior management

28
SPHE Senior Cycle Programme

• Integrated areas of learning
• Emotional /mental health
• Gender studies
• Substance use
• Relationship and sexuality education
• Physical health and nutrition

29
Social Personal and Health Education

• Is as important as any other area of the
  curriculum
• Is a pre-requisite for successful learning. A
  young person who has a high degree of self worth,
  a sense of security and a positive self image
  will be more pre-disposed to school life and to
  the variety of learning situations it offers

30
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
31
NOSP Forum 2009

• Ann Marie Sheehan
• National Educational Psychological Service

32
Outline

• Role of NEPS generally
• Critical incident work with schools
• Interagency work - some developments

33
NEPS Service Model

• We aim to support all children through system
  level work in schools by using a consultation
  model to work with the adults, mainly teachers,
  who spend most time with children and to build
  the capacity of schools to support children
• Historically, great involvement in health
  promotion, SPHE and development of guidance and
  counselling but much of this now carried out by
  other support services
• Demand for individual assessments makes it
  difficult to protect time for prevention and
  early intervention.

34
NEPS continuum approach

• A document outlining a three level model of
  support for pupils with special needs at Primary
  level has been published by DES
• Class support
• School Support
• School Support Plus
• A similar document on social, emotional and
  behavioural difficulties is at consultation stage
• NEPS also has a discussion paper on the role of
  schools in Mental Health promotion in preparation

35
A staged approach
Onward referral to CAMHS, CCare and family
services, voluntary agencies
GCs, support teachers, care teams, with help
from NEPS, HSE etc Build capacity cf EPSEN 8
individual and group levels
SPHE RDOs and SPOs, school teams,
SDP, Inspectorate
36
SPHE - an important vehicle for MH promotion

• SPHE required up to age 16
• Needs to be re-invigorated some schools and
  parents need to recognize and value
• Needs to be extended to Senior Cycle with
  associated training. A good framework has been
  developed by NCCA
• Young people are looking for it and especially
  the mental health element.

37
Other work supporting social and emotional
development

• Incredible Years training for teachers building
  social and emotional competencies in 5 9 year
  olds
• NEPS has delivered TCM to about 500 teachers and
  note increased confidence and increase use of
  praise and encouragement.
• Other work in NEPS on a staged approach to social
  and emotional difficulties a continuum of
  support
• Friends, Nurture groups, social skills
  training, anger management. to mention a few.

38
MH sub-committee of Interdepartmental Advisory
Committee

• A sub-committee of the interdepartmental advisory
  committee on SPHE was established has year and
  has commenced work
• Zippys Friends has been piloted in West and
  North West by HSE an interagency steering group

39
NEPS critical incident work

• An incident or sequence of events that overwhelms
  the normal coping mechanisms of the school
• Numbers increasing now c. 100 per year
• Suicide/attempted suicide
• Murder/violent death
• RTAs
• Other events.

40
Critical incidents in schools

• Hanging increasing in girls
• Suicide of primary age children
• Concerns about clustering/contagion
• Aftermath of violent crime impacting on schools

41

• Critical Incidents New edition 07

• Guidelines for schools
• Resource materials for schools
• Guidelines for psychologists
• New elements
• Suicide
• Violent deaths
• Road traffic accidents
• Dealing with the media
• More scripts for psychologists and principals
• Guidelines for schools on use of programmes
• offered by external providers

42
NEPS Intervention when a CI occurs

• Planning - mobilising resources, access support
• Screening- working with the school staff to
  identify at risk students
• Support staff, students, parents. Note NEPS
  does not provide counselling, but will help
  school to determine children most at risk and may
  see some children for this purpose
• Information and advice meetings for students,
  staff, parents including advice on media issues

43
Critical Incident Planning in Schools

• Of 308 schools surveyed in SWA, 77 responded.
• 78 - a critical incident plan in place
• NEPS Guidelines used to develop plan gt 90
• NEPS psychologist was actively involved c. 70
• C. 20 of respondents - no critical incident
  plan.
• These schools will be targeted for development of
  plan this school year.
• Some asking for help with review of CIMP

44
Interagency work

• Joined up responses HSE/NEPS/voluntary agencies
  have been very good in most cases
• Interagency CIM planning and response being
  piloted in South Dublin under aegis of the
  Childrens Services Committee
• Joined up planning to promote MH beginning to
  happen
• Interagency mental health strategy initiated in
  Kildare
• Jigsaw in Meath NEPS involved

45
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
46


Zippys Friends Programme Anne Sheridan Mental
Health Promotion Suicide Resource Officer,
HSEW Anne Mc Ateer, Ann Lawlor, Mike Rainsford
Mary Kilraine Hannon HSEW

47


Zippys Friends A school based programme to
help young children improve their skills in
coping with everyday conflicts and
problems Partnership for Children UK

48
(No Transcript)
49


The policy context

50

• The Evidence Context
• School an effective setting for health promotion
• Prevalence of mental health problems in young
  people
• Comprehensive approach
• Reduction in risk factors and increase in
  protective factors
• Long term benefits including emotional social
  functioning and improved academic performance

51

Programme implementation National Advisory
Group DEIS Schools HSEW Evaluation Teacher
Training

52

6 Modules 4 Sessions each Module 24
weeks SPHE Feelings Communication Making
Breaking Relationships Conflict Resolution
Dealing with Change and Loss We Cope Parent
Link


53



54



55



56
(No Transcript)
57
(No Transcript)
58



59
An evaluative study of Zippys Friends
emotional wellbeing programme for primary school
children

• Funded by
• HSE West
• HSE Population Health, Health Promotion
  Directorate
• National Office for Suicide Prevention
• Irish Research Council for Humanities and Social
  Sciences

Aleisha Clarke, Margaret M. Barry Health
Promotion Research Centre Department of Health
Promotion National University of Ireland, Galway
60
Evaluation of Zippys Friends in Ireland

• Aims
• To determine if an international evidence based
  emotional wellbeing programme can be successfully
  implemented in an Irish setting.
• To determine the impact of the programme on the
  children who participated, when compared with
  children in a control group.
• To examine the process of implementation in order
  to determine the conditions which need to be
  created to achieve successful outcomes.

61
MethodologyStudy Design Randomised Controlled
Design
62
MethodologyStudy Design Randomised Controlled
Design
63
Measures

• I Measures used to examine the effect of the
  programme
• Teachers (Baseline, Interim, End of Programme,
  12 month follow up)
• Emotional Literacy Checklist (Faupel, 2003)
• Strengths and Difficulties Questionnaire
  (Goodman, 1997)
• Children (Baseline, End of Programme,
  12 month follow up)
• Schoolagers Coping Strategy Inventory
  (Ryan-Wenger, 1990)
• Draw and Write Technique

64
Measures

• II Measures used to evaluate the implementation
  of the programme
• Teachers Weekly Questionnaires
• Ethos Questionnaire
• Class Observations
• Teachers Focus Group Review Session (Interim
  Post-Intervention)
• Childrens Participatory Workshops (Interim and
  Post-Intervention)
• Parents Focus Group Review Session
  (Post-Intervention)

65
Emotional Literacy Checklist
Total Emotional Literacy Baseline Interim
Results

• Total EL Score
• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social Skills
• (Max Score 80)

66
Strengths Difficulties Questionnaire
Total Difficulties Baseline Interim Results

• Total Difficulties Score
• Emotional Symptoms
• Hyperactivity
• Conduct Problems
• Peer Relationship Problems
• (Max Score 40)

67
Strengths Difficulties Questionnaire
Total Prosocial Behaviour Baseline Interim
Results

• Total Prosocial Score
• (Max Score 10)

68
Interim Results Teachers Weekly Questionnaires
Programme Fidelity
Level of implementation Modules 1-3
Intervention Type I Intervention Type II
Fully Implemented 90 88
Partially Implemented 7 8
Not implemented 3 4
69
Summary of Interim Findings Baseline-Sept

• Teacher Weekly Questionnaire
• High programme fidelity.
• Activity based sessions scored the highest in
  terms of overall rating of the session, enjoyment
  of the session and appropriateness of content.
• Focus Group Review Sessions
• Teacher training, class preparation and the
  addition of teachers personal experiences
  positively affected lessons.
• Multi-grade classes and time negatively affected
  lesson.
• Programme had positive affect on the children and
  teacher, however, in most schools the programmes
  effects were not transferred outside the
  classroom.

70

Future Plans Final evaluation report Control
and other interested schools in HSEW Development
of Whole School Approach Offered as a programme
within SPHE Zippy for older children www.partners
hipforchildren.co.uk

71
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
72

Presentation on the work of the Dáil na nÓg
Council on mental health
73
What is a Comhairle na nÓg?

• Local Youth Councils responsibility of each of
  the 34 City and County Development Boards (CDBs).
• Funded by the Office of the Minister for
  Children and Youth Affairs and local agencies.
• Role to give children and young people a voice
  in local decision-making.
• Ideally youth version of county council.
• Current position all counties have a Comhairle
  who meet regularly but the input of the Comhairle
  into decision making varies from county to county.

74
What is Dáil na nÓg?

• Dáil na nÓg is the annual national youth
  parliament for young people who are 12 to 18
  years old.
• It is funded and overseen by the Office of the
  Minister for Children and Youth Affairs.
• The National Youth Council of Ireland, Foróige
  and Youth Work Ireland work with the OMCYA in
  organising Dáil na nÓg.
• 200 delegates are elected to Dáil na nÓg through
  their local Comhairle na nÓg.

75
What is the Dáil na nÓg Council?

• Each of the 34 Comhairle na nÓg elects one
  delegate to become a member of the Dáil na nÓg
  Council.
• The Council follows-up on recommendations from
  the Dáil and tries to make changes for young
  people in those areas.
• The issues discussed at Dáil na nÓg 2008 were
• Teen mental health.
• Education Reform.
• The Council meets once a month in the OMCYA and
  works in two groups, one on each of these themes.
• We are part of the mental health group.

76
Dáil na nÓg 2008 Mental Health recommendations
(1 -5)

1. A positive advertising campaign that shows real
   life experiences and the effects of suicide on
   family and friends.
2. Accessible youth cafes in all areas. Open when
   needed to provide a safe space to seek help on
   drug and alcohol issues and other problems.
3. Compulsory drugs and alcohol awareness education
   in all secondary schools provided by specially
   trained teachers with guest speakers.
4. Weekly classes on personal development and mental
   health in all curricula, starting in first year
   (including annual mental health days).
5. Advertising for bullying help-lines specifically
   directed at young people.

77
Dáil na nÓg 2008 Mental Health recommendations
(6-10)

• 6. More funding for mental health services for
  young people, including advertising and school
  programmes.
• 7. Compulsory anti-bullying policy designed by
  young people in all education facilities to
  include peer mentoring, counselling and
  awareness.
• 8. Confidential peer-counsellors available in
  all schools.
• 9. Make SPHE an exam subject with continuous
  assessment.
• 10. Obligatory visit to school guidance
  counsellors by young people to remove stigma and
  encourage mental health services.

78
Top 3 Dáil na nÓg recommendations Mental Health

• Accessible, youth cafes in all areas, open when
  needed to provide a safe space to seek help on
  drug and alcohol issues and other problems
• A positive advertising campaign that shows real
  life experiences and the effects of suicide on
  family and friends
• More funding for mental health services for young
  people, including advertising and school
  programmes.

79
Our workplan

• Our main aims/actions were
• To work on an advertising campaign aimed at
  teens, in association with NOSP.
• To refer back to our Comhairles and bring their
  ideas around mental health to the Council.
• To work with the OMCYA in their nationwide
  consultations with teens on mental health.
• Ask the HSE to produce info packs about youth
  mental health, using the information from the
  consultations and Dáil na nÓg.
• Demand that more youth cafés are set up.

80
Vision of the Dáil na nÓg Council 2008

• We hoped to
• Get more information on mental health.
• Raise awareness about mental health.
• Finish our year with definite achievements to
  look back on.

81
Meeting with Minister Andrews

• Barry Andrews TD, Minister for Children and Youth
  Affairs met with us.
• He listened to our priorities.
• He told us about his work.
• He promised to support us in our work and to meet
  us again later in the year.

82
At one of our meetings. .

• Geoff Day (Head of the National Office for
  Suicide Prevention, NOSP) presented very
  interesting facts, which surprised the members of
  the council.
• The presentation included
• Startling statistics on suicide rates and rates
  of deliberate self harm.
• The Iceberg Theory .

83
Suicidal behaviour by the young The iceberg
theory
Suicide
Deliberate self harm (treated)
Deliberate self harm (hidden/untreated) 90
84
At another of our meetings. .

• Dr Tony Bates of Headstrong gave us a talk about
  the Jigsaw Youth Mental Health projects
• Headstrong works with those who provide mental
  health services to young people
• Jigsaw is a community based mental health support
  system to help young people aged 1225 to achieve
  better mental health and well-being
• Headstrong involves young people in all aspects
  of its development

85
Geoff and Tonys advice..

• Encourage teenagers not to bottle up their
  feelings.
• Tackle stress from exams.
• Try to make it acceptable to talk about mental
  health, especially with your peers.

86
Our Research

• We analysed YSI (Young Social Innovators)
  projects from 2007 and 2008 to identify the
  number of projects on mental health and common
  themes in those projects.
• We found that 47 projects on mental health had
  been entered over the two years.
• Of these, 16 were on suicide and 14 were on body
  image, with the rest being about depression,
  pressure and stigma.

87
Our Research (1)

• We found that the UK had excellent services that
  were youth orientated, with www.camhs.org.uk, The
  Child and Adolescent Mental Health Service, which
  provides
•  E-bulletins available to all.
• A booklet on the signs of mental health
  difficulties and the services available.
• Training packages and e-learning material.
• Podcasts.

   

88
Our Research (2)

• We got statistics on suicides from the World
  Health Organisation website, which are outlined
  on the following three slides.

89
(No Transcript)
90
National Office for Suicude Prevention, Annual
Report, 2007.
91
Irish Male Female Rate of Suicide, 1980 - 2002
92
We also got information from

• Marina Duffy (Mental Health Commission) explained
  the role of the Commission and invited us to
  speak at their Mental Health Day.
• Mark Mulqueen and Noel Murphy of the
  Communications Unit of the Oireachtas explained
  the Oireachtas and gave us advice on this
  presentation.
• Senator Mary White presented her report on
  suicide.

93
What weve done so far (1)

• Weve researched our topic thoroughly.
• We helped the OMCYA in running mental health
  consultations with over 270 teenagers around the
  country in October 2008.

94
What weve done so far (2)

• We spoke at
• World Mental Health Day in October
• ACAMH (Association for Child/Adolescent Mental
  Health) conference in November and
• The UN Human Rights Convention Celebration in
  December.
• We made a presentation to the Oireachtas
  Committee on Health and Children on 27 January

95
What weve done so far (3)

• We are working on a mental health awareness
  campaign aimed at young people, which is funded
  by John Moloney TD, Minister for State for
  Disability and Mental Health.
• The campaign is being developed by the NOSP with
  the support of the OMCYA.

96
What weve done so far (4)

• We took part in the first meeting to develop the
  campaign, organised by the NOSP and OMCYA.
• This meeting was attended by 20 young people
  including representatives from BeLonG To, the
  OMCYA youth forum, the Spunout youth panel and
  the Dáil na nÓg council.
• Information gathered from the OMCYA mental health
  consultations will also feed into this campaign.

97
Future Plans

• Some of us will continue to work on the awareness
  campaign.
• Mental Health has again been chosen as one of the
  topics for discussion at Dáil na nÓg 09, which
  is on February 20th this years Council are
  working hard on this as we speak.

98
What YOU can do about this

• Ensure that REALISTIC FUNDING is provided to
  support teen mental health.
• Work in partnership with your COMHAIRLE NA NÓG
  Ensure their voice is heard in making policy in
  this area
• Make sure every local area has an accessible
  YOUTH CAFÉ with the services of a
  counsellor/nurse

99
What YOU can do about this

• 4. Recognise the potential role of guidance
  counselling in schools. Wider role than just
  career guidance.
• 5. Listen to teenagers and put in place
  mechanisms for engaging with young people on a
  regular basis!
• 6. Above all, recognise how important mental
  health is for young people.

100

• Its better to build a fence at the top of a
  cliff than keep an ambulance at the bottom
• Denis Burkitt (28 Feb 1911 - 23 Mar 1993)

101
In closing

• It is especially important that young people
  develop good mental health.

102
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
103

• Young Social Innovators 09/10 NOSP Forum 2nd
  September 2009

Firing Young Peoples Passion to Change the World
for Good
104
What is YSI ?

• A social awareness education and action programme
  for young people (15 -18 years)
• An invitation to make innovative suggestions and
  actions that can make a real difference
• An opportunity and platform for young people
• If you

105
YSI programme
What is a young social innovator? A Young
Social Innovator is someone who helps create
change in how we live, think and care for
others in society someone who helps to
change the world for good. Working in
teams, young people identify a social issue
of interest to them, investigate that issue
and make suggestions or get involved in
action for change.
106
YSI value
For young people
YSI developing young peoples sense of justice,
responsibility and their capacity to make a
difference
For Guides
For schools/centres
107
Educational Benefit

• Whether in Youthreach Centres, Youth Services,
  Senior Cycle or Transition year, YSI
• Offers an emphasis on active participation
• Extends learning beyond the classroom
• Helps in the development of the whole person
• Education for maturity
• Experience of adult and working life
• Promotion of general, technical and academic
  skills self-directed learning
• Creates Social capital

108
Key Skills
NCCA identified 5 key skills
YSI programme is underpinned by these 5 key
skills
109
YSI Programme

• Essential principles
• Improving society, working for social justice and
  caring for community involving thinking,
  analysis, problem solving and initiative/taking
  action
• The YSI Way
• Youth-driven and team-based
• Understanding and empathy
• Partnerships/collaborations with others
• Communicating learning and experience
• Innovative/new ideas

110
Resources and supports available

• Books and Publications
• DVD
• Manual for Social Action Projects
• Planning Workbook
• Innovate!
• Make it work

111
Resources and supports available

• Online Communications
• Website
• Guides Zone
• YouTube channel
• Online Forms
• Meetings/support
• In-service workshops
• Cluster workshops

112
Platforms

• Regional

National
113
YSI Mental Health Projects

• Consistently high number of health projects in
  YSI each year health issues of great concern and
  interest to young people
• Feeling Low-Let Someone Know - students from St.
  Josephs Secondary School, Rochfortbridge, Co.
  Westmeath
• Their project tackled the issues surrounding
  suicide and the team developed and implemented an
  awareness campaign to encourage young people to
  take responsibility for their mental health
• The HSE developed their project into a
• resource pack for SPHE

114
YSI Mental Health Projects

• Stomp Out Bullying Coláiste Mhuire, Ennis, Co.
  Clare
• This project raised awareness about bullying and
  related issues
• Research and analysis
• Wrote play as educational tool
• Recorded and produced DVD
• Lesson plans
• Self Harm- Take Care Cause we Care - St. Marys
  SS, Charleville, Co. Cork
• Questionnaire on self-harm
• Media Campaign in the school
• Bebo page

115
YSI Make it Work

• Encouraging and supporting growth
• Step Up continuing projects
• Den
• Comparable to Dragons Den
• Money, means, mentoring
• Application open to all
• Selection process
• YSI creating framework and resources for project
  development

116
Advocates for Social Justice

• Young Social Justice Advocates Team

Social Justice Advocates Network
117
How YSI works
THE CHANGED WORLD
PLATFORMS
SUPPORTIVE ENVIRONMENTS
ACTION PROJECTS
118
YSI Pilot Centres of social innovators- New
Initiative

• Working with schools/centres to support and
  acknowledge whole-school approach to social
  education and action
• Giving opportunities to young people
• Involving the local community
• Increasing support for social action projects

119
YSI Pilot Centres of social innovators- New
Initiative
Making our country poverty-free
Fair and Just
More inclusive
One World
Safer

• Justice, Democracy Citizenship

One World
Health and Wellbeing
Living Community
Making our community better
Healthier physical wellbeing
Healthier mental health
Greener
A better place for young people
120
Contact us!

• Cathy Roche cathy.roche_at_youngsocialinnovators.ie
• Gráinne Reilly grainne.reilly_at_youngsocialinnovator
  s.ie
• www.youngsocialinnovators.ie
• 01 645 8033/34

121
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
122


Harnessing the web for effective youth mental
health promotion and suicide prevention

• NOSP Annual Forum 2009

123
Welcome

• What Is SpunOut.ie?
• Campaigns
• Empowering young people with information
• Providing a Safe Space
• Awareness Promoting Positive Mental Health and
  Suicide
  Prevention

124
What is SpunOut.ie?
125
What is SpunOut.ie?

• SpunOut.ie is an independent, youth powered
  national charity working to empower young people
  to create personal and social change.
• SpunOut.ie uses the internet to reach and engage
  with young people and is available 24 hours a
  day, 7 days a week.
• SpunOut.ie combines an interactive online
  community providing health and lifestyle
  information, signposting to support services, a
  youth media space, moderated discussion forums,
  and a platform for youth engagement, civic
  engagement, participation and advocacy.
• SpunOut.ie offers young people a platform for
  personal and social development leading them to
  increased all-round wellbeing in their own lives
  and in how they engage with society as citizens.
• SpunOut.ie has won tons of awards including an
  Eircom Golden Spider, Interactive Media Award,
  HSE Achievement Award, Digital Media Award, World
  Summit Award and a Net Visionary Award to name a
  few.

126
What is SpunOut.ie?

• The website is updated daily, promoted nationally
  and reaches thousands of young people every day.
• SpunOut.ie is youth-led in design, development
  and content, ensuring it reaches young people in
  a way that appeals to them.
• Using the pull factors of youth written
  magazine-style articles and a vibrant online
  forum for discussion and debate, SpunOut.ie
  provides a safe online space for young people to
  realise that they are not alone in the issues
  they face whilst growing up and, importantly,
  that they can make a positive change to their own
  wellbeing and to the world around them.
• SpunOut.ie works in partnership with agencies
  including the HSE, Samaritans, the GAA, Today FM
  and Google to reach and support young people.
• SpunOut.ie is complimentary. We support
  organisations and signpost young people to the
  correct organisations when help is needed.

127
Campaigns
128
Tough Times There are answersNational
television campaign
129
Working with the media - Hugs 4 Health with Ray
DArcy Show and Google
130
Campaigns
131
Working with the GAA to reach young males
132
Beat Blue Monday
National media campaign generating awareness,
breaking down stigma and providing useful tips

• Go easy on yourself Life can be hectic and we
  expect a lot from ourselves and our families.
  It's time to stop, take stock and take control of
  how we are living our lives
• We can take control of our problems by taking a
  positive outlook and tackling them head on and
  also by sharing what we are going through with
  family and friends, by talking to someone or by
  visiting a GP or support service if things are
  really bad. (List of services at
  www.SpunOut.ie/help)
• We can take control of our finances by spending
  less and planning properly for the year ahead.
  Talk to the Money and Budgeting Advice Service
  for help if needed (www.mabs.ie)
• We can take control of our diet, which has a huge
  impact on how we feel, by trying to eat more
  fruit and veg and less processed sugary foods
  which can cause us to feel low  
• We can feel better by really connecting with our
  families and friends. Now that money is tight,
  it's a great opportunity to have friends around
  for simple dinners and fun in our homes
• We can also feel better by getting more sleep. 
  Sleep is healing for the body and mind especially
  at this time of the year so try to get to bed at
  a good time
• Taking more exercise, even light walks - getting
  away from the telly, into nature and the fresh
  air can make us feel great and sleep better too

133
Empowering Young People

• Using Information to support young people

134
Empower yourself with information and the right
support
135
The digital age gtgtgt Embracing multimedia to reach
young people
136
Health Life Information
137
The power of True Life Stories
138
Find Help Information
139
A Safe Space

• The SpunOut.ie Forums

140
Forum Topics
141
A discussion thread on the SpunOut.ie forum
142
Awareness

• Promoting Positive Mental Health and Suicide
  Prevention

143
North West Get SpunOut.ie

• Educational Outreach reaching over 15,000
  students directly
• Media Campaigns reaching over 300,000 people
• Working with Youth Workers, Health Officials,
  Gardai and Gatekeepers

144
NW Project Ian HowleyEmbracing the media to
reach young people
145
Only by taking new approaches to engaging and
involving young people can their needs, and the
needs of the wider society, be understood and met.

Some of the SpunOut.ie crew
146
Lets work together . . . Thank you for
listening
147
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together
148
Bodywhys Connect

• Harriet Parsons
• Services Co-ordinator

20 January 2014
149
Who we are

• National voluntary support organisation
• People affected by eating disorders
• Established in 1995

150
Our Mission

• Provide support, information and understanding to
  people with eating disorders, their families and
  friends
• To promote awareness and understanding among the
  wider community

151
Support Services

• Lo-call helpline service
• Support Group Network
• Online support group
• Website
• Email support
• Information
• Education

152
Background

• Launched in December 2002
• Research conducted into uses of technology to
  support people with eating disorders
• Initial pilot scheme with very positive feedback
• Ability to express true feelings
• Availability of honest feedback, support,
  encouragement

153
Why set up an online group?

• Regional support groups difficult to sustain
• Stigma, anonymity, population density
• Fear
• Making first step towards support and help
  (recovery) easier
• Target growing online community

154
How the group works

• Live sessions like chat rooms
• Sessions are 90 minutes in length
• Discussions facilitated by two trained Bodywhys
  Volunteers
• Similar format to a face-to-face support group
• Comply with Bodwyhys Support ethos

155
Users

• All users must be over 16 yrs.
• All users must register in advance of
  participation
• Users create username but can maintain full
  anonymity
• Reminders sent to registered users of when
  sessions are on

156
Volunteers

• Connect volunteers receive general Bodywhys
  training, as well as online specific training
• Issues around online environment
• Role of facilitators (1st and 2nd facilitator)
• Group conversations vs. 1 to 1 lines of
  conversation
• Lack of physical cues
• Tone of voice
• Silence
• Issues with disclosures
• Regular online supervision sessions with services
  coordinator

157
Scheduled sessions

• Sessions are scheduled in advance
• Usually 1-2 sessions per week
• Regular days (helpline evening days)
• Same time each day
• Chat room only accessible when opened by
  volunteers

158
Profile of users

• Average user in 2008
• Female
• 18
• Bulimia
• 9 of users were aged 16-17
• 28 of users were affected by Binge Eating
  Disorder
• Twice the rate seen across other Bodywhys
  services
• Average of 10 users per session
• Average of 29 new users registered each month

159
Current Issues Arising

• Group numbers becoming problematic
• Late arrivals / leaving early
• Under 16s turning up in group
• Dominant regular users / user taking on
  facilitator role

160
Looking forward

• BodywhysConnect a major success and continues to
  grow year on year
• Currently exploring other options for using same
  technology

• Thank you so much... Bodywhys Connect is
  helping me so much in my journey of recovery

161
Bodywhys services

• LoCall Helpline 1890 200 444
• Support groups in Dublin, Carlow, Galway
• Support email alex_at_bodywhys.ie
• Online support group
• Website at www.bodywhys.ie
• Text support to 53305 for details

162
Questions?

• Thank you

163
4th Annual Forum Wednesday 2nd September
2009 Royal Hospital Kilmainham Suicide
Prevention Working Together