Resilient Schools: Putting a theoretical framework into practice. How Barnet are investing in prevention.
PHE ePoster Library. Clifford N. 09/13/17; 186586; 101
Ms. Natalia Clifford
Ms. Natalia Clifford
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Abstract
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Abstract IntroductionLevels of anxiety and depression among young people have increased by 70% in the last 25 years. Demand modelling has shown a mismatch in meeting local need. Evidence suggests that there is a need to invest in prevention and empower schools and families to undertake activities that promote early intervention and good mental wellbeing and resilience.MethodWe are applying an innovative resilience framework (THRIVE) initially in six schools (secondary, primary, a special school and a pupil referral unit). We undertook a literature review of resilience in schools and digital resilience amongst children and young people. We applied learning from other boroughs and worked with academic partners using a Logic Model, clarifying target groups, interventions, change mechanisms and outcomes. Each school conducts a self-evaluation and action plan and we implement a range of interventions to meet their needs. ResultsFollowing the application of the THRIVE Framework we expect to see a co-produced programme of activities in partnership with schools, pupils and parents. A scalable THRIVE approach across Barnet and improved resilience within school staff, pupils and families.ConclusionThe THRIVE Framework offers a cultural shift away from traditional treatment services for CAMHS and promotes early support and prevention. In order to tackle increasing mental health demand locally, a systematic whole school approach with engagement from families is required. Audience:Schools, parents, governors, CYP mental health commissioners and CAMHS transformation leads, CYP mental health providers, Public health practitioners.
Abstract IntroductionLevels of anxiety and depression among young people have increased by 70% in the last 25 years. Demand modelling has shown a mismatch in meeting local need. Evidence suggests that there is a need to invest in prevention and empower schools and families to undertake activities that promote early intervention and good mental wellbeing and resilience.MethodWe are applying an innovative resilience framework (THRIVE) initially in six schools (secondary, primary, a special school and a pupil referral unit). We undertook a literature review of resilience in schools and digital resilience amongst children and young people. We applied learning from other boroughs and worked with academic partners using a Logic Model, clarifying target groups, interventions, change mechanisms and outcomes. Each school conducts a self-evaluation and action plan and we implement a range of interventions to meet their needs. ResultsFollowing the application of the THRIVE Framework we expect to see a co-produced programme of activities in partnership with schools, pupils and parents. A scalable THRIVE approach across Barnet and improved resilience within school staff, pupils and families.ConclusionThe THRIVE Framework offers a cultural shift away from traditional treatment services for CAMHS and promotes early support and prevention. In order to tackle increasing mental health demand locally, a systematic whole school approach with engagement from families is required. Audience:Schools, parents, governors, CYP mental health commissioners and CAMHS transformation leads, CYP mental health providers, Public health practitioners.
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