2. Learning Together –
Understand and respect others
Maintain confidentiality
Taking equality and diversity seriously
Commitment to learning
Time out

3. Exercise
Talk to person sitting next to you and briefly describe
a child who you know or who you believe is leading a
emotionally, mentally and healthy life.
What are the key characteristics of this child? Please
display these as thoughts or behavior's on the sheet
provided.

5. Definition of Mental Health
Mental health is …having the capacities of:
The ability to develop
psychologically, emotionally, intellectually and spiritually
The ability to initiate, develop and sustain mutually satisfying
personal relationships
The ability to become aware of others and empathize with
them
The ability to use psychological distress as a developmental
process. HAS, 1995)

6. Another Definition of Mental Health
When looking at mental health we need to take into account emotional well-
being; happiness; integrity & creativity; the capacity to cope with stress and
difficulty.
Mental health, in effect refers to the capacity to live a full, productive life as
well as the flexibility to deal with its ups and downs. In children and young
people it is especially about the capacity to learn, enjoy friendships, to meet
challenges, to develop talents and capabilities. (YoungMinds, 1996)

7. Young People’s View of Mental Health
The young people identified five main factors as contributing to mental health:
Having people to talk to
Personal achievement, and
Feeling good about yourself
Pets, presents and having fun .
Friends and family
were seen as making young people feel secure,
supported and wanted and conversely as preventing feelings of isolation.
(Armstrong, Hill &Secker, 1998)

8. Prevalence of mental health problems in children and young
people
Distinction needs to be made between mental health problems and disorders
The former are seen to encompass a very broad range of emotional and
behavioral difficulties which may cause concern or distress. They are relatively
common. The latter however are more severe and persistent and usually defined
using fairly clear diagnostic criteria.

9. Classification of mental disorders
Emotional disorders
phobias, anxiety states and
depression
Conduct disorders
stealing, defiance, fire
setting, aggression, & anti social
behaviour
Hyperkinetic disorders disturbance of activity and attention
Developmental disorders
(general, pervasive or specific)
For example; learning disability,
ASD, delay in acquiring certain skills
e.g. speech and language

10. Classification of mental disorders
Eating disorders
pre-school eating
problems, anorexia nervosa, bulimia
nervosa
Habit disorders tics, sleeping problems, soiling
Post traumatic syndromes
Effects of witnessing or experiencing
traumatic event(s) e.g. disaster or
abuse
Somatic disorders chronic fatigue syndrome
Psychotic disorders
schizophrenia, bi-polar
disorder, psychoses including drug
induced psychoses

11. Prevalence
One child in five (around 20%) display a mental health problem.
10% of children have diagnosable disorder
Greater in the upper age group
Level increasing over time (for some disorders)
Differences across ethnic groups
Differences between family types
Variations with household income

12. Prevalence of any mental disorder by age and sex

13. Prevalence of emotional disorders by age and sex

14. Prevalence of conduct disorders by age and sex

15. Prevalence of hyperkinetic disorders by age and sex

16. Prevalence of any mental disorder by gross weekly
household income

17. Bradford
Up to 6,800 (5%) requiring specialist help
Source: Dr. Julia Raines July 2004
Between 13,600 and 27,200 (10-20%) with disorder
Up to 54,400 (40%) with a mental health
problem
July 2003 – total number of children & young people aged 0-18 registered with a Bradford
GP 135,596.
Source: Bradford Health Informatics Services

19. What helps - Anxiety
Prevention - A number of causes of general anxiety in childhood can be prevented
by sensible handling
For illogical fears that are not quite phobias, simple explanations and reassurance
will help many children gradually get over them
Detailed interview with child and family
Look to other agencies for interventions eg Educational Psychologists or
Education Socal Workers if anxiety is about school, social workers if about home
life

20. What helps - Anxiety
Talking to or helping children and parents to understand how the problem has
developed
Specific fears are usually treated by helping children confront their fear in a way
and at a pace that they can manage eg carefully planning a gradual return to
school if the anxiety is school based
Teaching relaxation
Help children talk through their anxieties using drawing or play

21. What helps - Depression
About 10% of children and young people with depression recover spontaneously
within 3 months
Be able to determine, recognise and assess those with depression
Ensure timely information is available on the nature, cause and treatment in all
local languages
(NICE, 2005)
Ask sympathetically how they are and listen to the response
Encourage them to remain active
Praise all efforts
(Royal College of Psychiatrists, 1999; YoungMinds)

22. What helps - Hyperactivity
Learn about hyperactivity and what it means
Give structure and encourage regular routine
Give clear instructions, sufficient time to complete tasks
Provide a variety of physical activity
Reward any achievements
(HASCAS, 2004)

23. What helps – conduct disorder
All approaches are grounded in respect for the child
Empathy, attention and involvement, play, problem-solving, listening, talking.
Praise any achievements and reward them
Encouragement
Clear limits and consistent rules with consistent follow-through
Ignore negative behavior, distract from negative behavior (positive verbal
redirection) and use re-engagement strategies
Remind of expected behavior and warn of consequences
Use consequences

24. What else helps children’s and young people’s mental
health?
Adults being self-aware
Feeling helpless/angry/rejected
Learn from your experiences
Respect their view even if an alternative adult view is presented
Understanding
Them
Their peer group
Their developmental stage/age
Their life circumstances

25. What else helps children’s and young people’s mental
health?
Listening
Actively
Open questions
Warmth and empathy
Take account of cultural issues
Never promise to keep a secret
Child protection procedures
Emotional language

26. What else helps children’s and young people’s mental
health?
Boundaries
Knowing what they can and can’t do
Be consistent
Expect challenge
Skill Development
Enabling children and young people to improve their mastery of stressful situations

27. What else helps children’s and young people’s mental
health?
Being there
Links with attachment
Even if they don’t talk to you, the main thing is not to put them off talking to
someone in the future
Doing what you promise – don’t let them down!

28. Resilience involves several related elements.
Firstly, a sense of self-esteem and confidence;
Secondly a belief in one’s own self-efficacy and ability to deal with change and
adaptation;
Thirdly, a repertoire of social problem solving approaches’ (Rutter 1985)
Workshop 2
Resilience

29. Resilience Factors -Child
Secure early relationships
Being female
Higher intelligence
Easy temperament when an infant
Positive attitude, problem-solving approach
Good communication skills
Planner, belief in control
Humour
Religious faith
Capacity to reflect

30. Resilience Factors - Family
At least one good parent-child relationship
Affection
Clear, firm and consistent discipline
Support for education
Supportive long-term relationship/absence of severe discord

32. Resilience Factors - Community
Wider supportive network
Good housing
High standard of living
High morale school with positive policies for behavior, attitude and anti-bullying
Schools with strong academic and non-academic opportunities
Range of sport/leisure opportunities

33. Promoting resilience in relationships
Increase warmth and pleasure parent feels for the child
Foster concern/interest as this helps to develop self-esteem
Foster ability to predict child’s needs
Use activities which foster connectedness
Help parents and children to do funny things together
Build parental confidence and skills

34. Outcome
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well being