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Click this link for Parent/Carer resources and support

Parent/Carer Space

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You can be referred by your school mental health lead or link worker, if you are experiencing issues such as worry and low mood.

We will develop a package of support based on your individual needs.

This could include cognitive behavioural informed therapy (understanding the link between thoughts, feelings and behaviour), counselling, or other types of support such as sport, drama, music or art.

We may provide this support face-to-face, in school or another community-based venue, by video, or by phone.

We can also help parents to understand your child's anxiety and low mood, and offer guidance and training to school staff.

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Heywood, Middleton and Rochdale young people's mental health support team

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You can be referred by your school mental health lead or link worker, if you are experiencing issues such as worry and low mood. We will develop a package of support based on your individual needs. This could include cognitive behavioural informed therapy (understanding the link between thoughts, feelings and behaviour), counselling, or other types of support such as sport, drama, music or art.

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Please use the space buttons to help you move between our different spaces!

Language evolves over time, and the content on this Padlet reflects that. It is thoughtfully curated and reviewed every quarter by a team of professionals.

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Concerns about mental health deterioration, self-harm or suicidal ideation

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Concerns about mental health deterioration, self-harm or suicidal ideation

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Should there be any concerns about mental health deterioration, self-harm or suicidal ideation; CAMHS suggest the following:

• To Contact the CAMHS on 01706 676000 (Weekday 9-5 hours) to speak to the young person’s case holder or a duty worker.

• Contact the Pennine Care Mental Health Crisis Line on 0800 014 9995 (24 hours)

• To contact 111 for advice via telephone (24hours)

• If there is an imminent risk to life, please contact 999 or access A&E.

• CAMHS also advise to keep the environment as safe as possible by removing items that may cause harm.

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We have lots of different types of support to help you. We can also offer advice to improve your general lifestyle, including exercise, diet and many other things.

We can provide this support in lots of different ways. We will always talk to you about what support will best meet your needs.

We can offer more traditional types of support, such as one-to-one or group counselling sessions, or online courses. We can also signpost and help you access other types of support, such as sport, drama, music or art.

If we aren't able to offer the right support, we can decide together what other options are available.

It is important to have a good support network around you, so we will always try to involve those who love and care for you (or work with you) in any support we provide. This does not necessarily need to be your parents or siblings - it can be anyone who you trust, or who provides support and care to you.

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We have lots of different types of support to help you. We can also offer advice to improve your general lifestyle, including exercise, diet and many other things. We can provide this support in lots of different ways. We will always talk to you about what support will best meet your needs.

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Have you found this padlet useful?

Would you recommend this padlet to colleagues? Please provide your feedback.

Alternatively, please email ema.team@rochdale.gov.uk

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If you need to talk to someone right now, please see this link for further telephone/text services.

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Our 24/7 crisis mental health helpline is here to support anybody in (all ages): If there's an immediate risk of danger to life, you should ring 999. More info about our helpline Our helpline is for people of all ages who are experiencing increased mental health needs.

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Click this link for Young Person's resources and support

Young Person's Space -Up to 11

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Heywood, Middleton and Rochdale CAMHS (child and adolescent mental health service), formerly Healthy Young Minds.

We offer specialist services to children and young people who are experiencing mental health difficulties.

We help children and young people up to the age of 18 years, up to 19 for neurodevelopmental disorders, and provide support to families and carers.
Some of the problems that we can help with include:

Anxiety

Depression

Eating disorders

Psychosis

Post-Traumatic Stress Disorder (PTSD)

Self-harm · ADHD (Attention Deficit Hyperactivity Disorder)

ASD (Autistic Spectrum Disorder)

More complex psychological difficulties

We also provide consultation, advice and training to other agencies and accept referrals from a wide range of professionals.

In our team we come from a range of clinical and professional backgrounds, such as psychiatrists, nurses, social workers or psychologists, among others.

We're based on the Birch Hill Hospital site, click here for a site map.

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Heywood, Middleton and Rochdale CAMHS (child and adolescent mental health service), formerly Healthy Young Minds. We offer specialist services to children and young people who are experiencing mental health difficulties. We help children and young people up to the age of 18 years, up to 19 for neurodevelopmental disorders, and provide support to families and carers.

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Click this link for Young Person's resources and support

Young Person's Space 11-18

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Neurodiversity Hub

Neurodiversity Hub for advice, signposting, help and support

hmr-ndhub@nca.nhs.uk

•A single point of access for all neurodiversity referrals.

•A multi-disciplinary team approach focused on delivering a Needs-Led service across the borough.

•Co-ordinated care between Health, Education, Local Authority and Voluntary Services.

•A targeted support offer bridging the gap between Universal and Specialist services.

•Training the wider workforce around neurodiversity and increasing confidence in professionals supporting families and young people with neurodiverse needs

Support and advice in the following areas;

•Emotional Regulation and Behaviour Support

•Toileting

•Early communication skills

•Parental information and support

•Anxiety related to Neurodivergence

•Behavioural support - Riding the Rapidsl

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The Neurodiversity Hub is a new service. It supports families and children who are neurodivergent or who have social communication differences, to work together with professionals to problem solve issues that are affecting them. It is based on needs and not a diagnosis.

The Neurodiversity Hub is a multi-agency screening, signposting, and support service.
Who is in our team?

Speech and language therapist

Paediatric neurodevelopment nurse

Neurodiversity liaison nurse

Specialist teacher

Local mental health practitioner

Team ead for the Rochdale Autism and ADHD service (RAASS)

Working hours: Monday to Friday from 8am until 4pm, excluding bank holidays.

We accept requests for help for children and young people under 19 years of age who live in Heywood, Middleton, and Rochdale. You do not need a formal diagnosis to access support from The Neurodiversity Hub.

Where appropriate, we will work with families and services to gain the evidence required to move forward with referrals for autism/ADHD assessments.

For school age children (aged 5 years and above) the Child & Adolescent Mental Health Services (CAMHS) will continue to carry out the initial and diagnostic assessment. For early years children (under the age of 5 years) the Community Paediatric Service will carry out the initial assessment and the Autism Assessment Team will carry out the diagnostic assessment.

Families and professionals can still send information to CAMHS requesting an autism assessment. However, families may be signposted to the hub if they do not feel the request is appropriate at that time.

Your Appointment - what to expect?

Screening
Once we have received a request for help we will screen the referral to support any unmet needs. We will contact families in a timely manner to discuss the support available.
Signposting
We will signpost families to appropriate teams and services available to them based on their needs. We will offer follow up support where needed to ensure that the child/young person and their family are receiving the right support by the right service at the right time.
Support
As we are a new and evolving service, we are currently developing a support offer to include a mixture of professional training, parental group workshops, group sessions for children and young people and 1:1 support. We will regularly release information regarding the workshops we have on offer such as:

Emotional regulation and behaviour support

Sleep (non-medicated issues)

Toileting

Early Communication Skills

Parental Information and Support

Anxiety

Sibling and group support for children and young people

Families may be discharged from The Neurodiversity Hub after the above has taken place. However, families can contact the team to obtain advice and support as required.

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The Neurodiversity Hub :: Northern Care Alliance

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The Neurodiversity Hub is a new service. It supports families and children who are neurodivergent or who have social communication differences, to work together with professionals to problem solve issues that are affecting them. It is based on needs and not a diagnosis.

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Click this link for Young Adult's resources and support

Thriving Together: Emotional and Mental Health Support for Young People aged 18-25 years

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Click this link for resources, services and support aimed at neurodivergent children and young people and their parents/carers and families.

Neurodiversity Help and Support in Heywood, Middleton and Rochdale

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Adventure Activities

Enjoy a fun-filled range of watersports and land-based activities. Activities include canoeing, kayaking, stand sp paddleboard (SUP), sailing, mountain biking, archery and much more! From absolute beginner to watersport experts, we can offer the perfect activity or course for you.

Find out more

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Your Trust - Rochdale Boroughwide Cultural Trust

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Your Trust is a charity that works in the heart of the Rochdale Borough inspiring people to live more active, creative and healthy lifestyles. We connect people with their cultural heritage, encourage creativity and foster wellbeing for each and every member of our diverse community.

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Resources and Support for families during times of social unrest

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Resources and Support for families during times of social unrest

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Click this line for resources and support to help families affected by social unrest.

Support for children, young people & families during times of social unrest

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#Thrive - Video by Children and Young People

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#Thrive - Video by Children and Young People

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A welcoming video to help children and young people know a little more about #Thrive

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#Thrive  - Young people's mental health service for Heywood, Middleton and Rochdale

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A welcoming video to help children and young people know a little more about the CAMHS service in Heywood, Middleton and Rochdale.

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CAMHS - Heywood, Middleton and Rochdale CCG

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This short animation gives you an idea of what you can expect if you're visiting CAMHS in Bury, Rochdale, Stockport, Oldham or Trafford

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Thriving in Heywood, Middleton and Rochdale - Guide to Local Services and Support

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Thriving in Heywood, Middleton and Rochdale - Guide to Local Services and Support

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A welcoming video explaining the Mental Health Services in Heywood, Middleton and Rochdale, including: CAMHS, #Thrive, Mental Health in Schools; the Single Point of Access, and Closing the Gap.

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'Thrive' Heywood, Middleton and Rochdale CCG offer

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Each school within Rochdale has a unique culture and approach. Reflecting this, we recognise that each school is at a different and individual point in their understanding, development and implementation of Trauma Informed Practice.   The Whole School Audit, based on the key principles of trauma-informed practice, can be adapted to meet individual contexts and needs.

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Guidance for supporting children and young people who have experienced trauma

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Sign of developmental trauma caused by experiences of early loss, separation, abuse or neglect. Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Talking about the body sensations linked to survival mode in children and young people. Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Exploring how the body remembers feelings you had in the past. Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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When 'I'm fine' really means 'I've learnt to blend in to survive.'

Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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What if we are curious about behaviour?

Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Simple and safe questions to help us talk about upsetting things.

information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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A comic about trauma informed language.

Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Supporting transition into nursery.

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What's a key person's role?

While going to a childminder or to nursery can be an exciting and enriching experience for a child, it can also be a stressful experience. This is partly because it is something new and unfamiliar, but also because it involves the child separating from the main person who looks after them. To help young children manage this, they need to be able to depend on a known and reliable caregiver at the setting, namely a 'key person'. (Previously the term 'key worker' was commonly used to describe this role, but many nurseries now use the term, 'key person' to emphasise the central importance of the relationship between the child and the 'person' responsible for their care.)

Key people are usually allocated a small group of children to look after. They will be the main carer for each of these particular children while they are in the care of the nursery or childminder. If a child is able to form a close relationship with a 'key' person who is consistently available to them this will help them to feel more secure. This key person will become an additional 'attachment figure', in the absence of their parents or carers.

Just like with the attachment relationships that the child has formed with their parents or carers, this new relationship is a secure foundation on which the child can build their capacity to explore, play and learn.

Depending on the age of the children they care for, key people have a range of responsibilities, such as feeding, changing, activity planning and monitoring each child's developmental progress. Through these activities, the key person's most important task is to get to know the child as an individual and to develop a warm and empathic relationship with them. A key part of this is responding sensitively to their verbal and non-verbal cues.

Like parents, key people can't always be perfectly attuned to their key children, and like parents, they can't, and won't, get it right all the time. But what is most important for the baby, toddler or young child is that they have a consistent and reliable adult who keeps trying to understand them and what they need.

Also see: Separation anxiety

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Relationship with the key person in a childcare setting

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Advice on key workers or childminders on supporting babies, infants and young children with ensuring nursery and school remains an exciting and enriching experience.

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Clinicians at Anna Freud have developed seven ways that we consider to be best practice in responding to children and young people's fears.

This resource is informed by a Cognitive Behaviour Therapy (CBT) approach to managing anxiety. CBT is one of the therapeutic approaches which is most commonly used to treat anxiety and depression. It is recognised by the NHS NICE guidelines as a suitable evidence-based treatment.

CBT is a talking therapy which can help people to manage their feelings or problems by changing the way that people think and behave. It offers a practical approach which aims to help people tackle problems that can feel overwhelming by breaking them down into smaller parts and by challenging negative thinking and/or behavioural patterns in order to improve the way that they feel.

This document is not intended as a substitute for therapy but to outline some of the principles that can be easily adopted to support children and young people.

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Seven ways to support children and young people who are worried

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This guide identifies seven ways you can use CBT to help children and young people who may be experiencing anxiety.

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This self-care plan walks primary-aged children through a series of steps, helping them create a simple self-care plan that works for them.

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Self-care is all about what you can do to help yourself feel better or to keep yourself feeling good. It's a way that we can look after our own mental health and wellbeing.

Everyone's approach to self-care will look different. What works for you might not work for others. There are lots of different self-care strategies so you can try out different ones until you find something that works for you.

This resource walks young people through a series of steps, helping them create a detailed self-care plan that works for them.

The plan helps young people identify activities that they can use to support their mental health. It's adaptable on a weekly or monthly basis, so that it can fit differing schedules or priorities.

The suggested activities in the plan are split into different categories, including:

The resource was co-written by Anna Freud Centre experts and young people, who shared ideas on self-care strategies that work for them.

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A plan which helps young people identify activities that they can use to support their mental health.

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Transition tips for carers and teachers around supporting transition.

Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Moving up! The transition to secondary school

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This animation and accompanying teacher toolkit is aimed at supporting pupils who have recently started Year 7, or are due to start soon.

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NHS latest statistics show that 1 in 5 children had a probable mental disorder in 2023. It is more important than ever for teachers to be aware of the emotional wellbeing of the children in their class. Educational Consultant, Alis Rocca shares some strategies that might help teachers be aware of children's emotions and deal with possible anxiety around children returning to school. Read our Strategies to Support Children's Wellbeing fact sheet to find out more.

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Strategies for Schools to help children after long holidays and key transitions | Nip in the Bud

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NHS latest statistics show that 1 in 5 children had a probable mental disorder in 2023. It is more important than ever for teachers to be aware of the emotional wellbeing of the children in their class. Educational Consultant, Alis Rocca shares some strategies that might help teachers be aware of children's emotions and deal with possible anxiety around children returning to school.

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Self-harm affects thousands of young people in the UK. These resources help professionals respond to self-harm in the young people that they work with.

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Using peer-to-peer discussion and activities, students explore the nature of change, identify challenges and learn where to get support.

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Anxiety

Anxiety is a normal emotion - it's one of our body's natural reactions to stress.

For young people, some level of anxiety is normal as they grow up and learn to navigate the world.

However, it's important that they have the tools to manage feelings of anxiety, and can tell the difference between normal emotions and more severe anxiety which is interfering with their everyday life.

The 'Let's talk about anxiety' animation, and accompanying resources for school staff, will help students aged 11 to 13 to normalise, understand and manage anxious feelings.

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Let's talk about anxiety: animation and teacher toolkit

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The Let's talk about anxiety animation and resource toolkit helps students aged 11 to 13 to normalise, understand and manage anxious feelings.

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Healthy coping strategies for young people

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Asking for help is a brave step. This guide offers actionable advice on how to ask for help and organisations that can offer support for young people.

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A toolkit sharing practical steps that staff can take to promote and support mental health through their everyday interactions with students.

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This evidence-based toolkit, created in partnership with the Early Intervention Foundation (EIF), will help secondary school staff take steps to improve students' mental health and wellbeing through everyday practices.

This new resource will help build teachers' confidence to address the needs of their students, covering five strategy areas on:

building supportive relationships

creating a classroom environment where all students feel they belong

promoting good mental health

responding to stress, low mood and anxiety

preventing bullying, cyberbullying and sexual harassment.

It is designed for secondary school subject teachers, but will also be useful for teaching assistants, librarians and other support staff.

It is not about asking teachers to be mental health professionals, but instead focuses on enhancing the quality of the classroom environment and staff-student relationships.

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A toolkit for secondary school staff, sharing practical steps to promote and support mental health through everyday interactions with students.

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Self-care – KS3 and KS4 form time activities

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Students explore a variety of self-care activities.

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What is a care leaver?

A care leaver is a young person aged 16-25 who has spent time in care. This might be foster care or residential care.

Many young people tell us that they don't like the term 'care-leaver'. So, we prefer to use the term 'care-experienced person' where we can.

No child should enter adulthood alone

We want to help young people bridge the gap between living in care and independent living.

That's why, we help young care-experienced people to:

find somewhere to live, such as supported lodgings

manage their money

continue with their education

find work or training

look after their mental and emotional wellbeing

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Leaving home is a challenge for everyone, but young people leaving care often do so without the support of a loving family. Find out how we help young care-experienced people.

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Life can be stressful, we get that. If it’s feeling like a lot right now, why not take yourself through our advice and guides, or find some support here.

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Self-care is a bit of a buzzword in today's world, but what does it actually mean, and how do you find out what works for you? Self-care looks different for everyone, but in its simplest form it means looking after yourself. The important thing with self-care is not what you do, but how it makes you feel.

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Self-care is a bit of a buzzword in today's world, but what does it actually mean? Self-care looks different for everyone, but in its simplest form it means looking after yourself. The important thing with self-care is not what you do, but how it makes you feel.

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Moving schools can be hard. New people, new places, that’s a lot of change! Read our advice and tips below to help manage the move.

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Looked-after children : Mentally Healthy Schools

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A child or young person who is being cared for by their local authority is known as a ‘looked-after’ child. They might be living in a children’s home, or with foster parents, or in some other family arrangement.

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Support sensory processing, gross motor skills and fine motor skills.

Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Mirroring: reflecting others thoughts and feelings.

nformation courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk

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Information courtesy of Beacon House Therapeutic Services & Trauma Team | 2024 | www.beaconhouse.org.uk