Teaching And Supporting Students with Poor Mental Health

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Teaching And Supporting Students with Poor Mental
Health

• A.C.Baker (Deputy Director
  Disabilities)
• Jan 06

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Teaching and Supporting Students With Poor Mental
Health Possible Causes

Social Pressures
Stress
Abuse
Generic Predisposition
Birth Weight
Environmental Triggers
Learned Behaviour
Mental health
Bullying
Unemployment
Environmental Factors
Medical Factors
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Skills I will need (The Teacher)

• As a practitioner one should ensure that you are
  able to deliver a consistent quality service to
  all of your students, even more so if your
  students have poor mental health problems.
• Consistent Reliable Dependable, key words
  that relate to services / requirements for
  students with mental health needs.
• Identified on the next slide are some of the Key
  Skills identified by service users.

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Key Skills

• Five Key skills to aid a successful Lesson
• Patience
• Empathy
• Awareness
• Knowledgeable
• Innovation

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(Patience)

• Patience
• Be aware that your students may be late for
  class, (at least they are there, your obviously
  doing something right) .
• Be aware that your students have good and bad
  days (just like you do, have empathy for their
  needs)
• Try to understand all of your students, what are
  their coping strategies, (take time to listen and
  learn from each other)

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(Being Supportive Empathy)

• Support and Understanding (Empathy)
• Listen, watch and discuss the needs of the
  individual, this strategy pays real dividends as
  candidates understand that you care.
• Try to understand the feelings of social
  isolation, how may you best help the situation,
  be prepared to walk the extra mile to support
  individuals.
• Develop exit strategies for your students ( time
  out to reflect relax and think )
• Be encouraging and supportive at all times,
  consistency of approach brings rewards.

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(Awareness)

• Awareness
• Be Aware of all your students ( Individuality)
• Being aware of changing circumstances is a key
  skill, awareness of the individual needs and you
  are very often able to avoid potential problems.
• Be aware that very often your candidates may
  suffer from low or very low self esteem, lots of
  encouragement will assist this situation.
• Be aware of your own needs and ensure you attend
  to them, neglect of yourself is a key failing and
  will have detrimental effects on your students.
• Be aware of support services who are able to
  support you when the needs arise

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(Knowledgeable)

• Knowledge
• Develop your understanding and knowledge of
  mental health.
• Develop knowledge of the support systems /
  agencies that can offer help and advice i.e. Mind
  NIMHE NHS, (a little help is worth a lot of
  pity !)
• Learn about your individual students (what makes
  them tick !) knowledge is the key to your
  success, candidates will appreciate the fact that
  you bothered to find out about them.
• Be Knowledgeable about yourself, understand your
  limitations, know when to seek help, also be
  knowledgeable as to where to get it.

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(Innovative)

• Innovation
• Use of all teaching methods will bring success,
  do not be afraid to try something new if the
  method you are using does not work, the use of
  video, audio tape etc may support the individual
  and assist in the recording of evidence
• Share best practice with your colleagues, you may
  find they have the key to the problem, never be
  afraid to ask for help.
• Students will very often offer you the key to the
  problem speak to them, be prepared to listen.
• The development of user groups may help a great
  deal, shared experiences and expertise develops
  everyone.

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Coping Strategies

• Be aware that many of the strategies one will use
  will be the same as those required in other
  teaching situations, however you will be required
  to ensure they are finely tuned to meet the needs
  of the individual with mental health problems.
  Teaching strategies will have to consistent
  across the board to achieve success.
• As the teacher do not try to solve all the
  individuals problems, we are not trained to be
  therapists, should you require these services
  then book them in properly.
• Use your everyday skills as a teacher to deliver
  quality provision, always be supportive, caring,
  genuine and honest, you will need to gain the
  trust of the individual if you are to be
  successful.
• Take time to build good relationships between
  yourself and the support agencies, together you
  will be able to provide a quality service for the
  student.

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Coping Strategies

• Using the support agencies will be of vital
  importance to ensure your student is able to
  maximise their full learning potential, be aware
  of who the agencies are and try to get names of
  key personnel, remember both yourself and the
  agencies are trying to achieve the same Aims (The
  development of the Individual)
• The development of a student / staff user group
  will be of benefit to all concerned, information
  can be shared and ideas bounced about, solutions
  to problems may very easily solved by using the
  knowledge and expertise of a user group
• Publicised information of user groups can provide
  its own rewards, you may find that new members
  are forthcoming and students or staff with issues
  may also contact you without fear of labelling
• It may have taken a great deal of time and
  courage for the student to come to you Do not
  waste this opportunity

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Positive Outcomes

• The following may provide evidence that the
  manner in which you have taught and disseminated
  information to your students has provided a
  positive outcome.
• Students have become relaxed and feel comfortable
  within the learning environment.
• Candidates may show changes in attitude and have
  increased confidence.
• Candidates may become more reliable and
  consistent, a reduction in lateness and more
  attentive in lessons.
• Improvements in personal presentation may be
  evident, developments in personal attitudes may
  also be noticed.
• Candidates very often show confidence in the
  tutor.
• Overall improvements in the teaching and learning
  outcomes
• The above list is not exhaustive but should
  provide good indicators that progress is being
  made, if things do not happen immediately then do
  not despair, all great journeys started with the
  first step

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Tips For Teachers

• Take time to listen to your students.
• Be reliable, consistent and well planned for all
  sessions and every eventuality
• Develop knowledge of mental health and strategies
  to cope.
• Take time to build relationships with the
  student, their friends and their family, know
  your boundaries and utilise support if and as
  required.
• Be sensitive to the needs of the individual.
• Create opportunities for further learning.
• Identify staff training needs for you and your
  team, build up a bank of specialist resources
  that may be able to deliver bespoke training.
• Always try to create friendly environments.
• Be self critical and adjust to the needs of your
  students.
• Set up study groups (good for supporting
  individuals and groups)
• Be observant, keep an eye open for key signs of
  change with an individual
• Be Honest !!

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Implications of Poor Planning and Liaison

• As Managers / teachers etc we have a
  responsibility to ensure all students are given
  the opportunity to achieve their maximum learning
  potential, to ensure this happens we have to
  limit the disruption of the learning process as
  much as possible. (Consistency of teaching staff,
  rooming , time etc)
• High levels of stress for staff and individual
  students will be evident if the planning process
  is poorly administered, this may also lead to
  high levels of student or staff sickness.
• Breakdown of communication between college,
  external agencies the family and friends leading
  to poor or no support for the student.
• Ultimately you may destroy the confidence and
  motivation of the individual leading to an
  increased level of absenteeism, poor time keeping
  or worst case scenario the student leaves.

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Implications of Inadequate Training

• Inappropriate staffing expertise to work with
  vulnerable groups.
• Poor management of the learning situation leading
  to poor curriculum and lost educational
  opportunities.
• Low expectations of individuals and subsequent
  poor outcomes / achievements leading to loss of
  valuable funding units.
• High levels of stress for students and staff
  (general loss of motivation for all concerned).
• Absenteeism for students and staff (Higher levels
  than normally expected).
• Students or staff becoming disillusioned and
  leave the college, this leads to the general loss
  of qualified staff and motivated students
  (Possibilities of not being able to run provision
  due to poor numbers or unavailable staff)..

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Possible strategies for the college to make the
educational experience a positive one

• The following slides suggest possible strategies
  that may enable the students to gain and
  experience a quality learning opportunity .
• The list of strategies is not exhaustive or
  definitive but if implemented should enable the
  establishment to develop an environment which
  provides both positive and stimulating
  experiences and outcomes for all students and
  staff.
• Continuous development is required in all areas
  of equal opportunities and mental health is a key
  area requiring attention if barriers are to be
  overcome.

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Strategies for the college

• Mandatory general awareness raising of Mental
  Health Issues for (SMT).
• Development of outreach provision with external
  agencies, this will assist in the transition from
  outside/ outreach provision to main college
  buildings.
• Develop comprehensive levels of support for
  students and staff with mental health problems
  (Student Support / Counselling team Mental Health
  user group etc).
• Promotion of good mental health, ensure the
  college uses preventative strategies to support
  staff and reduce the likelihood of increased
  mental health problems, (Stress management
  courses etc) .
• Whole college push to raise profile of mental
  health.

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Strategies for the college ctd

• Target setting for students with mental health
  problems
• ( Recruitment Retention and achievement stats),
  ensure these statistics form part of the
  divisions and colleges SAR.
• Increased involvement with outside specialist
  agencies who can assist with generic staff
  training, SMT training and promoting good mental
  health.
• Dedicated team of staff trained in mental health
  awareness and associated issues, this may include
  outside agency staff .
• Implement a training plan for all college staff,
  ensuring the training carries the same status as
  other areas of Equal Opportunities eg Race
  Awareness Training.

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Supporting your students and staff whilst in
college A little bit of outside info !!

• The following slides have been provided by
  outside agencies and partners with who the
  college have links.
• Please note that the information offered is for
  guidance only and does not provide an exhaustive
  list of solutions or strategies one should use
  when working with this client group.
• Should you have information which could support
  any work being undertaken by staff working with
  students with poor mental health then please pass
  it on.
• Remember that any one of us could require support
  due to poor mental health.
• Please note that the info provided should assist
  individuals as well as the college.
• Finally, please note that the college is in a
  process of developing many forums which are aimed
  at supporting a variety of underrepresented
  groups, if you are interested in joining or have
  knowledge or expertise in any of the areas of
  development please identify yourself to the
  nominated leaders.

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Top Ten Ways To Promote Positive Mental Health In
Adult Education

• These are some ideas for practical ways in which
  adult learning providers can promote positive
  mental health.
• 1.Think about the whole organization and how the
  culture and environment of your organization
  contributes to mental well-being.
• Set up a Well-being Committee within your
  organization to bring about change. Ensure
  diverse representation of your Committee
  learners, senior managers, tutors etc. Link the
  work of the Committee to Quality Assurance
  processes.
• Reward initiatives that promote well-being (this
  could be organised through a Well-being
  Committee). Establish a monthly competition for
  teams and departments who do something simple and
  easy to promote positive well-being eg security
  staff who make a commitment to smile and greet
  everybody who enters the building or canteen
  staff who offer more healthy choices on the menu.
• Organise a mental health amnesty to allow any
  staff or learners to come forward to disclose any
  mental distress without fear of reprisal.
• 2.Involve and consult learners (including those
  who use mental health services).
• Ask learners how they think your organisation can
  promote positive health and well-being. Involve
  them in developing their ideas and in monitoring
  the effectiveness of any new initiative.
• Set up a forum for learners with mental health
  difficulties so that you can consult and involve
  them in developing provision that meets their
  needs.

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Ctd

• 3.Review your policies and procedures. How
  effective are they in promoting well-being, or do
  they contribute to stress and anxiety
• Develop policies and procedures that deal with
  discriminating or abusive behavior eg bullying.
  Disseminate and ensure that all staff are aware
  of procedures and know how to deal with
  incidences.
• Are all processes and procedures clear,
  transparent and speedy? Are learners promptly
  informed of costs, or on the outcome of claims
  for access funds? Is there a long waiting time
  for counseling services?
• 4.Develop an audit procedure for ensuring
  well-being, like a Health and Safety Audit.
• Involve learners with disabilities in access
  audits for physical access and psychological
  access.
• Link up with Trade Union Health and Safety Reps.

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Ct
Ctd

• 5.Use positive images and promotional materials
• Set up a Health and Well-being notice board
  where you can put up posters, information.
• Collect stories and examples of successful people
  who have mental health needs.
• Use resources produced by mental health promotion
  agencies (eg Mentality) or make contact with your
  local mental health promotion unit to see what
  resources they can offer you.
• Are there learners or staff with mental health
  difficulties who are prepared to talk about their
  experiences or act as a role model?
• Recruit staff who have suffered from poor Mental
  Health
• 6. Training and Awareness Raising for Learners
  and all staff
• Offering mental health awareness sessions for all
  learners and staff.
• Training for tutors on positive teaching and
  learning and supporting learning for students
  with mental health needs
• Training for staff whose role is to specifically
  support learners with mental health difficulties
  eg mentoring/supervision.
• Establish a support group for tutors to discuss
  practice and implications for their work.
• Use innovative, participatory and fun ways to get
  positive mental health messages across eg drama,
  drumming workshops, laughter workshops,
  stress-busting.
• Ensure that all training is based on
  non-discriminatory and non-stigmatizing values.
  We all have mental health so avoid a them and
  us approach.

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Ctd

• 7.Use curriculum teams and subjects to raise
  mental health awareness
• How is mental health covered in health and social
  care subjects? Are sport and leisure students
  aware of the link between physical health and
  mental health? Is mental health awareness part
  of any teacher training courses? Are media or
  journalism students mental health aware?
• Develop a Fighting Anti-Stigma course for
  service users which might cover public speaking,
  IT, dealing with the media etc.
• 8. Ensure that information relating to mental
  health is easily accessible.
• Develop a mental health resource pack for each
  team with details of local support organisations
  as well as information on mental health
  conditions.
• Develop a mental health resource pack for
  learners to be placed in learning centers.
• Ensure that information on support is easily
  accessible eg waiting areas, washrooms, induction
  packs.

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Ctd

• 9. Celebrate
• Use every opportunity to tell as many people as
  possible, especially Senior Managers, what your
  service or learners have achieved.
• Hold Awards Evenings and ceremonies to
  recognise achievement.
• Use dates like World Mental Health Day to
  celebrate positive mental health, and the talents
  and achievements of learners.
• Use arts, music and food to make events
  participatory, colourful and nurturing.
• 10. Be a SMART worker
• Work SMART, do what has to be done, share tasks,
  and dont overburden yourself. Be aware and
  maintain your boundaries.
• Set a positive example of healthy working
• Building pleasure and fun into work a lunch
  date with friends, time to go to the gym, a
  pampering relaxation session, social events
  outside of work etc.
• SMART Specific, Measurable, Achievable,
  Realistic and Timed

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Acknowledgements

• Thank you to the following people from the
  NIACE/NIMHE London Regional Network who
  contributed to this briefing sheet
• Carol Williams SLAM, Cherry Stewart
  Peterborough College, Emma Bowman Westminster
  AES, Gill Davies City Lit, Glasford Hisfan
  Community Education Lewisham, Helen MacKeith
  Lambeth College, Hilary Russell SLAM, Jane
  Myers Community Education Lewisham, Junner
  Powell Greenwich Community College, Kathryn
  James NIACE, Lynne Miller Central NW London
  Mental Health Trust, Paul Laffan Morley
  College, Sara Stanton College of North East
  London, Scott Dawson Lewisham College, Valerie
  Hancock LSC, Wendy Alder Orpington College.
• For further information about the work of the
  NIACE/NIMHE London Regional Network please
  contact

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For further information about the work of the
NIACE/NIMHE London Regional Network please
contact

• Kathryn James
• NIACE21 De Montfort Street
• Leicester
• LE1 7GE
• Tel [phone]
• Kathryn.james_at_niace.org.uk
• Brendan McLoughlin
• London Development Centre for Mental Health
• 11-13 Cavendish Square
• London
• W1G OAN
• Tel [phone]
• brendan.mcloughlin_at_londondevelopmentcentre.or
  g