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Copy of Webinar poster - supporting ND child PDF

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Copy of Webinar poster - supporting MH&W PDF

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Looking for advice on how to sleep better? Tweak your routine and understand the science behind your sleep patterns.

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Over 40 things to do in Somerset with family - Kids Days Out

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40 best things to do with your children in Somerset and attractions for your family, all on Kids Days Out

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Activities for families and young people

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Things to do, try out new activities, have fun and access your local community

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Solving Children’s Sleep Problems: A Step-by-step Guide for Parents

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Buy Solving Children’s Sleep Problems: A Step-by-step Guide for Parents First Edition by Quine, Lyn (ISBN: 9781901292015) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Search Results | Lets Go With The Children

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All of the best family events taking place around Somerset. Great ideas for things to do with the kids near you.

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What’s on in Somerset this summer 2025: guide for families

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Exciting events, festivals, outdoor theatre and family fun, find out what’s on in Somerset this summer holiday 2024

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Somerset children & young people : Health & Wellbeing : Tobacco

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Somerset children & young people : Health & Wellbeing

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Somerset children & young people : Health & Wellbeing : Vaping

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Somerset children & young people : Health & Wellbeing

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Stressed about exams?! The Vamps, Pixie Lott, Becca Dudley + more on dealing with stress!

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How to ACE an exam | Laura Bubble & Dev | 4:01 Show

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Bitesize Study support is the go-to place to support you through your studies and other life challenges. With tips and advice to help with revision, exam stress, bullying and more... we've got you.

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Mind: Exam stress: Information for 11-18 year olds

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Mind: Exam stress: Information for 11-18 year olds

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Information for 11-18 year olds – Exam stress

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We explain what exam stress is and how it can affect your mental health. Find advice on how to cope with exam stress and where to go for support.

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Exam Stress | Feelings | Health for Teens

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Exams can be a very worrying and stressful time, so we've got lots of advice on getting through this period, getting organised and being prepared to do your very best.

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Giraffes Can't Dance : Andreae, Giles, Parker-Rees, Guy: Amazon.co.uk: Books

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Buy Meesha Makes Friends: A Big Bright Feelings Book by Percival, Tom, Percival, Tom (ISBN: 9781526612953) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Buy Perfectly Norman: A Big Bright Feelings Book by Percival, Tom, Percival, Tom (ISBN: 9781408880975) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Most of the time Ravi can control his temper but, one day, he lets out the tiger within . Being a tiger is great fun at first - tigers can do ANYTHING they want! But who wants to play with a growling, roaring, noisy, wild tiger who won't share or play nicely? Ravi is about to discover something very important about expressing his feelings and making amends.

A clever and engaging book about temper tantrums, dealing with emotions and learning to express and understand your feelings. From Tom Percival's bestselling Big Bright Feelings series, this is the perfect book for helping with bad days and noisy outbursts.

Longlisted for the BookTrust StoryTime Prize 2020

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Buy Ravi's Roar: A Big Bright Feelings Book by Percival, Tom, Percival, Tom (ISBN: 9781408892176) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Tilda Tries Again: A Big Bright Feelings Book : Percival, Tom, Percival, Tom: Amazon.co.uk: Books

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Build confidence and self-esteem with this fun and effective workbook for young people. Look out - the Self-Esteem Thief is on the prowl! He's the crafty character who keeps stealing your positive self-esteem from your Self-Esteem Vault, leaving only negative thoughts and feelings about you behind. But the good news is you can banish him for good and this workbook will show you how! Packed with activities and real-life stories, this imaginative workbook will show you what self-esteem is, how it develops, the impact it can have and how all this applies to your own self-esteem. Using cognitive behavioural and mindfulness principles and techniques, this workbook will help you change how you think and act in order to build positive self-esteem, protect your Self-Esteem Vault and banish your Self-Esteem Thief for good! Fun, easy to read and full of tips and strategies, this is an excellent workbook for young people aged 10+ to work through on their own or with the help of a parent or practitioner.

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Banish Your Self-Esteem Thief: A Cognitive Behavioural Therapy Workbook on Building Positive Self-Esteem for Young People: 9 (Gremlin and Thief CBT Workbooks)

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Build confidence and self-esteem with this fun and effective workbook for young people. Look out - the Self-Esteem Thief is on the prowl! He's the crafty character who keeps stealing your positive self-esteem from your Self-Esteem Vault, leaving only negative thoughts and feelings about you behin...

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questionnaire (NMRQ)

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Who are Somerset's Mental Health Support Team?

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MHST information leaflet for parents & Carers

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MHST information leaflet for parents & Carers

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Mind in Somerset | For better mental health

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Mindline Somerset

01823 276 892

0800 138 1692
Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week.

Mindline is a confidential listening service which provides a safe place to talk if you, or someone you know, is in distress. We can also give basic information about mental health and local support services.

Our listeners treat all callers, regardless of background, in a non-judgmental way with dignity and respect. When our lines are busy, or closed, our switchboard can connect you to our sister service, the Samaritans.

As well as listening to your issues we can also give information about;

local services

how to get help

basic information on mental health issues.

If you are looking for a helpline to talk to someone that will listen to you, Mindline has volunteers that provide a listening ear for you or someone you know.

When you call we do not trace our calls and your number will not display on our phones. We will not ask for personal details to be shared unless you or someone you know would like us to find immediate help from other services for you or them and that you agree to giving it. We will not pass on any information unless you have said it is ok to do so.

Our Listeners

Mindline volunteers are just everyday people like you who decide they can offer their time and support to listen to others. Some may have a particular interest in mental health, while others may be survivors or have looked after someone close to them who has experienced distress. The volunteers are fully trained and receive ongoing training and support. All have an understanding of what mental distress means for others.

Why some people may call Mindline

Some people really need someone to talk to, to get things off their chest as they don't have someone to talk to about whatever is on your mind. Some people may feel desperate and don't know what to do about a situation or where they can go for help or support in Somerset. Some people may feel isolated or alone and really want to talk about their day or their problems with a person in confidence. Others may be worried about their family or friends and don't know where they can find help for a family member or friend. Some may have a low self-esteem or feel worthless. Mindline is also for people that may just want some emotional support and just want a chat with a friendly ear to talk about their day.

Volunteering for Mindline

If you are interested in Volunteering for Mindline please click here to visit our volunteering page.

Our volunteer, Keith, has written an article for Networker magazine about his experiences while working as a Mindline Volunteer. Click here to read the article.

Mindline Plus

This service provides weekly emotional support by telephone for up to 12 sessions on a Wednesday or Friday between 4pm - 7pm. You must be referred by NHS professional.

For more information about the other services we offer and how we can help please visit our services page

Mindline Trans +

0300 330 5468

Mindline Trans+ is a confidential emotional, mental health support helpline and signposting service for people who identify as Trans, A Gender, Gender Fluid, Non-binary. Find out more

Mindline

0800 138 1692
or 01823 276 892

Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week. Find out more

Live Chat

Our Emotional support and mental health helpline is now available as a live webchat !
Available every day from 8-11pm.

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01823 276 892 0800 138 1692 Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week. Mindline is a confidential listening service which provides a safe place to talk if you, or someone you know, is in distress.

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Tuning in groups - Expression of interest

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Tuning in groups - Expression of interest

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Show your interest to attend a Tuning into kids or teens group online or in your area

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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Is my child's school an MHST school? Find out here!

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List of Somerset MHST schools (by area) V1

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Unhelpful thinking habits and alternatives

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Unhelpful thinking habits and alternatives

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This collection of advice sheets has been produced by the Children and Young People's Therapy Service in Somerset NHS Foundation Trust. They can be used by schools, parents and carers.

You can also find a collection of Early Years advice sheets here.

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Practical advice and ideas to help support the physical, occupational and communication development of a child

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Parent guide: support children who self harm & suicide awareness

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Parent guide: support children who self harm & suicide awareness

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Struggling with an eating disorder? Caring for someone who is? Beat is here to support you.

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Somerset and Wessex Eating Disorders Association (SWEDA), England, UK

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Somerset and Wessex Eating Disorders Association (SWEDA) provide support for anorexia, bulimia nervosa and binge eating disorders.

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD).

We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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OCD-UK | A national OCD charity, run by, and for people with lived experience of OCD

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Information plays an important role in helping people understand and come to terms with Obsessive-Compulsive Disorder (OCD). We're here to educate, offer hope and support people through the difficult times, right through to recovery and everything in between, we are OCD-UK.

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Supporting a child with depression & low mood

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Supporting a child with depression & low mood

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Going through different emotions is part of life. While it can feel worrying as a parent, it is normal for young people to feel low sometimes, and this can be a natural response to what's happening around them. Often, the passing of time and support from people they're close to can help things feel better again.

When a young person is feeling depressed, however, sadness and low feelings become more overwhelming, persisting over a longer period of time and making day-to-day life difficult.

Knowing that your child is feeling depressed can be incredibly worrying as a parent. But remember that lots of young people go through depression and come out the other side and feel okay again, and that there are things you can do to help them - including providing emotional support, working on practical strategies together and finding the right professional support if they need it.

Symptoms of low mood and depression

As a parent, it can be useful to understand the difference between having a generally low mood and feeling depressed. This can help you to think through what your child is experiencing and the type of support they need.

If your child is experiencing a low mood, they may feel more sad, tearful, worried, tired or angry than usual, or feel low and less confident about themselves - but then feel better after a few days or weeks. They may also start to feel better quite quickly after making small changes in their life or routine - for example after resolving a disagreement with a friend, getting to the end of a stressful time at school or starting a more regular sleeping pattern.

When a young person is depressed, sadness and low feelings do not change or go away with time. These feelings can become overwhelming and stop them from doing or enjoying things they normally would. When a young person is experiencing this, it's very difficult to shift the situation without extra help and support.

While every young person is different, and these feelings are often expressed differently at different ages, some signs that your child may be feeling depressed include:

withdrawing, or avoiding friends or social situations

finding it hard to concentrate, and/or losing interest in schoolwork

not wanting to do things they previously enjoyed

feeling irritable, angry or frustrated

feeling tearful, miserable, lonely or hopeless

feeling empty or numb

being very self-critical, or feeling less confident

sleeping more or less than normal

eating more or less than normal

feeling tired or not having any energy

showing less or no interest in self-care activities like washing

wanting to self-harm

experiencing suicidal thoughts

If your child is experiencing one or two of these things, it does not necessarily mean that they are experiencing depression. But it's important to speak to your GP as a first step so that you can explore what's going on together.

How to help your child with depression and low mood

If you are concerned that your child may be experiencing depression, there are lots of things you can do to help.

We have a list of services and helplines they can use on our reaching out for help page, which you can point them towards.

Top tips for supporting your child with depression.

When to seek professional help

If the situation isn't getting better with time and you're feeling worried about your child's mental health, seek professional support and advice.

Many children and young people will need professional and specialist help to feel better if they are experiencing depression. They may benefit from a specific diagnosis or a treatment such as talking therapy.

You can find more information about how to access professional help below.

Where to find professional help

If your child is experiencing depression and needs ongoing support, it can be helpful to create a support plan together with the professionals around your child - so that you know exactly what help is available and how your child can access it. This could include things like:

agreements with their GP, or their key worker if they are being treated by CAMHS, about when they will next check-in

whether any referrals can be made to other services, and a list of the services available locally that might be able to support them

what your child's school can offer - including a staff member who they can speak to when they're struggling.

people your child trusts and can talk to when they need to, including family and friends.

You can find out more about speaking to GPs, finding a counsellor or therapist, accessing Child and Adolescent Mental Health Services (CAMHS), getting help from your child's school and finding local services on our guide to getting help.

Young people's advice for others experiencing depression

Speak to your doctor or a trusted adult about how you're feeling.

Don't be afraid to cry, especially if you're male - it helps to release emotions and you'll feel better afterwards.

I've found that identifying behaviours that are not beneficial to you - like endlessly scrolling through Instagram before bed and sleeping late - can be really helpful. It's hard to force good habits, but it can do wonders for your overall mood.

Try to keep going outside, even if it's just a short walk, it can really help your mood to lift.

Find a distraction technique - we all have different ones; it could be jogging, music, art, reading etc.

Realise that how you're feeling won't last forever and there's always something to look forward to.

If your child is having suicidal thoughts

Young people who are struggling with depression can experience feelings of not being able to go on, or no longer wanting to be alive. This can lead them to think about, speak of, or attempt suicide.

A young person can struggle with thoughts of suicide without acting on them. But these thoughts can also develop into stronger feelings, and a plan or intention to attempt suicide. All suicidal thoughts should be taken seriously, and young people going through this need help and support.

If your child is experiencing suicidal thoughts, or you're worried they might be, we have information and advice that can help. Have a look at our page on suicidal thoughts for advice on how to support them and where you can find help - including how to access urgent help.

For advice on supporting and responding to your child when they're experiencing suicidal thoughts, have a look at the Prevention of Young Suicide (PAPYRUS) website. You can also contact their HOPELINE to speak to an advisor via phone or email.

Looking after yourself as a parent

Supporting a young person who is struggling with depression can be incredibly worrying and exhausting - and it's entirely understandable if you're struggling with anxiety or other difficult feelings yourself at the moment.

It's so important to recognise the impact the situation is having on you, and to think about ways you can take care of yourself - including getting support from other people so that you can take some time off. Remember that it's okay to ask for help when you need it, and to share your worries with someone you trust.

Many parents find it helpful to reach out to other parents so they can talk through how they have handled difficult situations with their children and get support. You may also be able to find a local parent support group using the Charlie Waller Trust directory.

If you need more help, you can find services such as counselling or therapy through your GP and other local organisations, or privately if this is an affordable option for you. Sometimes it helps just having someone there who can listen to what you're going through - and if you need someone to talk to, you can call the Samaritans anytime on 116 123.

You might also find helpful...

Where to get further support

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2023. It was created with parents and carers with lived experience of supporting their child or young person with depression or low-mood. We will next review the page in 2024. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.

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Depression & Low Mood | Signs, Symptoms & Treatment

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Depression is a mood disorder where low mood persists for a long time. Read about the symptoms, what support is available and how you can help your child.

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What is anxiety?

Anxiety is a feeling of worry, fear or unease. It is often experienced as a combination of thoughts, feelings and physical sensations in our body.

All children and young people feel worried sometimes. This is a normal, human reaction to things that feel stressful. For example, before an exam a young person may feel more worried than usual. But they will soon feel calmer after the stressful event has passed.

Anxiety becomes a problem when a child or young person feels stuck in it. When this happens, it can become an overwhelming experience. It can also affect their daily life and limit the things they feel able to do.

If your child or young person is struggling with anxiety, there are things you can do to help them. We've got advice to help you provide reassuring support, work on strategies together and find professional help if they need it.

What makes young people anxious?

A child or young person may be anxious for different reasons. Feeling a bit more worried sometimes is normal and there is not always a clear reason for this. But if your child is feeling unmanageable amounts of anxiety, this is often a sign that something in their life isn't quite right. They may need support to work out what the problem is.

This video by St Catherine's College is a useful way of understanding how stress and anxiety might build up in a person's life.

The following kinds of things can make some children and young people feel anxious:

finding school difficult or experiencing school anxiety

being around someone else who is very anxious, such as a parent

going through a significant change, such as moving house, parents separating or changing school

the death or illness of a close family member or friend

having lots of responsibility, for example caring for other people in their family

experiencing family stress around things like housing, money and debt

going through experiences in which they do not feel safe, such as being bullied, witnessing or experiencing abuse, or experiencing discrimination such as racism, homophobia or transphobia

not getting the right support or having their needs recognised if they have a neurodiverse condition such as autism or ADHD

Signs of anxiety in children and young people

Anxiety often affects our body, thoughts, feelings and behaviour. A child or young person who is struggling with anxiety may also behave differently or start using coping mechanisms to try to manage or avoid the anxiety. Below are some of the signs to look out for in children and young people.

Young people share their experience of anxiety.

How to help your child or young person when they feel panicky

In a very anxious moment, your child or young person may feel frightened or worried about having a panic attack. If this happens, focus on helping them to calm down and feel safe. The strategies below can help.

Breathe slowly and deeply together

Show/hide caption

A hand with five fingers spread. A pointed finger shows instructions for moving around each finger with the words 'Breathe in' as you move upwards, and 'Breathe out' as you move downwards.

Together, hold your hands out in front of you. Trace the outline of each of your fingers slowly with your other hand. Breathe in as you go up each finger, and out as you come down. Move and breathe as slowly as feels comfortable. Over time, encourage your child or young person to breathe out for one or two counts longer than they breathe in. This can help their body to relax.

If you would like to have a copy of this technique with you, you can download and print our resource.

Try using all five senses together

Show/hide caption

A picture of eyes, an ear, a hand, a nose and a mouth. Text reads next to each one: "5 things you can see. 4 things you can hear. 3 things you can touch. 2 things you can smell. 1 thing you can taste."

Connecting with what we can see, touch, hear, smell and taste is sometimes called 'grounding'. Doing grounding techniques can make us feel more present and bring us back into our body. This can reduce the intensity of our anxiety. Think together about what they can see, touch, hear, smell and taste.

For example, they might notice: five different colours; four soft things in the room; three sounds like cars going past the window or the noise of the washing machine; two things they can smell, like a scented candle or a piece of fruit; and one thing they find soothing to eat.

If you would like to have a copy of this technique with you, you can download and print our resource.

Remember, you don't need to do all of these things each time. Everyone is different, and it's about figuring out which of these strategies suits them best.

After they have calmed down, it can help to remind them that the panicky feeling did not last forever. They were able to do things that helped and the feeling stopped.

How to help your child or young person manage their anxiety

As well as managing panicky moments, your child or young person can also learn how to deal with their anxiety over the longer-term.

Many of these strategies are about helping them to understand how their anxiety works and what helps them. The more confident they feel about this, the more they will believe in their ability to cope. This can make anxiety feel more manageable.

As you think about strategies you might try, always remind yourself you're doing your best. It's natural to feel a bit overwhelmed sometimes. But remember, you do not need to try five different things at once. Have a look through these suggestions and pick one or two things you think might help.

There are some daily activities that are really important for our mental health. These are:

physical exercise, or some movement

sleeping well

eating healthily

drinking water

connecting and spending quality time with loved ones

They might sound simple, but they can have a big effect on our mood. Regular exercise can be particularly important because it can help to reduce feelings of anxiety in the body. It doesn't have to be much - walking or gentle yoga can help.

If you have a teenager or young adult, reducing alcohol and caffeinated drinks such as coffee can help. This is because they can trigger the physical symptoms of anxiety.

Some children and young people will need support from a mental health professional. They may benefit from a specific diagnosis or a treatment such as talking therapy. You can find more information about this below.

Young people tell us it also helps to...

think about something you're looking forward to

imagine your thoughts leaving your brain and floating off into the sky

keep yourself occupied

have time out

reflect on how you're feeling

talk to other people you trust

remind yourself you're not alone - odds are someone in your friendship circle has anxiety or depression too

Finding professional help

You might also find helpful...

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Supporting A Child With Anxiety | Tips and Advice

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If your child or teenager is struggling with anxiety, we've got information about signs and treatment, and practical strategies you can do together.

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Wellbeing Action Plan for adults | Charlie Waller Trust

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A simple, resource to help adults support and maintain their wellbeing.

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Aimed at young people 14/15+

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Wellbeing Action Plan (young person) | Charlie Waller Trust

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A practical tool that helps students think about how to look after their mental health, when and where to seek support

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Wellbeing Action Plan for children | Charlie Waller Trust

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For teachers of Key stage 2/3 to guide conversations with a pupil to help them identify their strengths and manage their wellbeing

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Taunton Talk Club: Improving men's mental health

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Taunton Talk Club: Improving men's mental health

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Talk club is a uk male mental health charity helping men improve their mental health.

They meet at Somerset county Cricket club every other Thursday.

Email: Taunton.talkclub@gmail.com

Whatsapp: 07300162393

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Talk Club is a UK male mental health charity helping men to improve their mental health.

We prefer to call it mental fitness because our talking groups actively help men to understand how they're feeling by asking 'How are you? Out of 10?' then explaining why. It helps to build resilience, and the numbers prove it.

On average, a TC talk and listen group raises a man's mental fitness by over 15%.

It's why local pubs to global corporates, and 18 to 80+ year olds across the world, are now using Talk Club.

Join our community and start by putting a number on how you really feel.

1.

CHOOSE YOUR SUPPORT

Choose the type of support that suits you.

TALK & LISTEN

Peer to peer talking groups.

TALK & EXERCISE

Peer to peer sharing around a physical activity.

TALKING THERAPIES

Therapy Group run by a fully qualified therapist.

BUSINESS SUPPORT

Talk Club for your business.

Training and support through One to one, groups and champions.

2.

FIND YOUR CLUB

Find your nearest club and next session, email the Captain (leader of the group) or simply turn up at the meeting address.

For Therapy and Business Support simply select the service and fill in your details.

3.

TALK & FEEL LIGHTER

Every session takes place in a safe space to share.

From the back of pubs to gyms. It starts with 'How are you? Out of 10? 1 being rock bottom, 10 being on top of the world. It helps you put a, number on how you feel then try to explain why.

Each man takes his turn to talk while everyone else listens. There is no interrupting, no need to fix the problems of others. What is shared stays in the circle and men can remain anonymous if they wish.

Therapy and Business Support uses the same foundation but provides extra professional help.

START TALKING

IT WORKS. BUT HOW?

THROUGH OUR COMMUNITY

We aren't just a charity, we're a community taking action. It means men can attend a peer to peer TALK CLUB for free but most men who can, like to donate regularly because they get so much from it.

With support from our community we can train more volunteers to lead groups, subsidise more Talking Therapy groups so men don't have to wait for professional help, and we can create healthier working cultures by supporting organisations in a way that works for them.

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Talk Club is a UK male mental health charity helping men to improve their mental health. We prefer to call it mental fitness because our talking groups actively help men to understand how they're feeling by asking 'How are you? Out of 10?' then explaining why.

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Autism & ADHD: Coffee, chat, support - YMCA

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Autism & ADHD: Coffee, chat, support - YMCA

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For parents & carers of children with autism & ADHD. Parent led and kids welcome! Every Wednesday 9:30-12 at Taunton YMCA.

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For parents & carers of children/young people on the autism spectrum & ADHD. All welcome whether you have a diagnosis, are on the pathway or just want to learn more about autism/ADHD. Kids welcome.

Parent led. This will be a safe place to find support, a place to vent or just a coffee with like minded parents and friends.

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For parents & carers of children/young people on the autism spectrum & ADHD. All welcome whether you have a diagnosis, are on the pathway or just want to learn more about autism/ADHD. Kids welcome. Parent led. This will be a safe place to find support, a place to vent or just a coffee with like minded parents and friends.

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A pack of resources to support your child with change and transitions

# data[].attributes.subject
A pack of resources to support your child with change and transitions

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Understanding The Worry Tree 🌍

For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

Worry is a particular problem in Generalised Anxiety Disorder (GAD). The worry tree helps us deal with Type 1 worries which are the worrying thoughts that seem to happen all the time.

Type 1 worries can be separated into two further categories:
-Hypothetical situations
-Current problems

Hypothetical situations are those "what if...?" thoughts about some terrible event that might happen. "My girlfriend said she would be back from the protest hours ago - has she been arrested?" These kind of worries then, cause us a lot of anxiety, when there is perhaps little or nothing we can do about that situation, and we are over-estimating the odds of these things happening.

Current problems are those worries that relate to a real situation, that we can do something about. In which case, we can decide what to do, when and how - which will be much more helpful than just continually worrying about it.

# data[].attributes.attachment_link.description
For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

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Worry time is an allotted time during the day where a child can give worries their attention. It can be a very helpful strategy.

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Circle Of Control Activity For Kids - Good Mental Health And Stress Management

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How To Make A Worry Box: A Guide For Parents

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If your child struggles with anxiety, creating a worry box together might help. Find out what a worry box is and how to make one in this guide.

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How To Make A Worry Box: A Guide For Parents

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If your child struggles with anxiety, creating a worry box together might help. Find out what a worry box is and how to make one in this guide.

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A great tool from our MHST colleagues in Dorset!

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Circle Of Control Activity For Kids - Good Mental Health And Stress Management

# data[].attributes.attachment_link.description
Worry time is an allotted time during the day where a child can give worries their attention. It can be a very helpful strategy.

# data[].attributes.attachment_link.readable_text
Understanding The Worry Tree 🌍

For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

Worry is a particular problem in Generalised Anxiety Disorder (GAD). The worry tree helps us deal with Type 1 worries which are the worrying thoughts that seem to happen all the time.

Type 1 worries can be separated into two further categories:
-Hypothetical situations
-Current problems

Hypothetical situations are those "what if...?" thoughts about some terrible event that might happen. "My girlfriend said she would be back from the protest hours ago - has she been arrested?" These kind of worries then, cause us a lot of anxiety, when there is perhaps little or nothing we can do about that situation, and we are over-estimating the odds of these things happening.

Current problems are those worries that relate to a real situation, that we can do something about. In which case, we can decide what to do, when and how - which will be much more helpful than just continually worrying about it.

# data[].attributes.attachment_link.description
For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

# data[].attributes.headline
Support for parents: Family relationships

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Support for parents: Family relationships

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Support for Parents from Action For Children

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Family relationships - Support for Parents from Action For Children

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Arguments, separation, divorce, co-parenting, child contact

# data[].attributes.body
Free online parent advice when ever you need it

# data[].attributes.attachment_link.provider_name
Support for Parents from Action For Children

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Parent Talk - down-to-earth parenting advice you can trust

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We're on hand to support parents, when they need us. Find answers to your questions in our advice articles, or speak to one of our parenting coaches.

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Helping your child cope with separation & divorce

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Helping your child cope with separation & divorce

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A child can't be forced to see the non-resident parent but if there's a court order in place, the resident parent must follow the agreed arrangements.

It's really important that you ask your child and explore what's bothering them before you think about stopping contact with a parent or another family member.

Both parents should work towards helping the child feel safe and happy in their care. A child's feelings are important but contact should be encouraged as long as it does not place them at harm.

If a young person doesn't feel their voice is being heard, they can contact an advocacy service such as NYAS, which helps young people in England and Wales express their wishes.

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Divorce and separation can be hard, but it's important that your child gets the right support. Know your rights and get advice on helping your child.

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Somerset children & young people : Health & Wellbeing : Events Parenting Cafes And Parenting When Separated Courses

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Somerset children & young people : Health & Wellbeing

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Somerset children & young people : Health & Wellbeing : Managing Relationship Conflict

# data[].attributes.attachment_link.description
Somerset children & young people : Health & Wellbeing

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Transitions and change | Mental Health Parent Guide

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If your child is struggling to cope with transitions and change, read our guide for practical tips and resources designed to help you support them.

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BITESIZE CPD | School Anxiety/EBSA - Starting the Day Well

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KEYNOTE | Emotionally Based School Avoidance (EBSA) - Prevention

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This session explores how we can create schools where children feel safe and happy. (slides and resources from a taught session)

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Parents/ Carers EBSA Guidance | Support Services for Education

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This webpage is designed to help parents/carers to support children who have concerns about going to school, known as Emotional Based School Avoidance.

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Emotionally Based School Avoidance (EBSA) | Support Services for Education

# data[].attributes.attachment_link.description
Emotionally Based School Avoidance (EBSA) is a term used to describe children and young people (CYP) who experience challenges in attending school due to negative feelings (such as anxiety). EBSA is

# data[].attributes.attachment_link.description
Looking for advice on how to sleep better? Tweak your routine and understand the science behind your sleep patterns.

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Understanding The Worry Tree 🌍

For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

Worry is a particular problem in Generalised Anxiety Disorder (GAD). The worry tree helps us deal with Type 1 worries which are the worrying thoughts that seem to happen all the time.

Type 1 worries can be separated into two further categories:
-Hypothetical situations
-Current problems

Hypothetical situations are those "what if...?" thoughts about some terrible event that might happen. "My girlfriend said she would be back from the protest hours ago - has she been arrested?" These kind of worries then, cause us a lot of anxiety, when there is perhaps little or nothing we can do about that situation, and we are over-estimating the odds of these things happening.

Current problems are those worries that relate to a real situation, that we can do something about. In which case, we can decide what to do, when and how - which will be much more helpful than just continually worrying about it.

# data[].attributes.attachment_link.description
For many people, this is a worrying time. The wave of mass protests across the United Kingdom will almost certainly set off new chains of infection for the novel coronavirus. With that said, it's time for change and the worry tree can help people understand their choices.

# data[].attributes.attachment_link.readable_text
Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Support: Access to inclusion Team Somerset

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Support: Access to inclusion Team Somerset

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Incorporating teams previously known as the Learning Support Team and the Autism and Communication Team

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We know exam time can be hard for teachers and school staff too. Like your students, you have spent months of effort getting them ready to do as well as they can in their exams. It's important to remember that you are holding a lot of responsibility and can become very emotionally invested in the young people you teach. Take some time to look after your own wellbeing and speak to a friend or colleague if you need some help. You can also download our staff tips.

Document type: PDF

Document size: 0.2MB

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Staying mentally healthy during exams | Resources

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Activities, resources and lesson plans for the classroom to support pupils in the lead up to exams and help them look after their wellbeing.

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Advice and tips for parents and carers to support your child through exams

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Listen: Emotional regulation in Neurodiverse children

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Listen: Emotional regulation in Neurodiverse children

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00:02.17 - Alis

Welcome to the Nip in the Bud podcast.

00:06.05 - Lauren

We should be celebrating our differences and encouraging them. Everyone's journey's different.

00:00:13 - Alis

Nip in the Bud is a charity that works to support children's mental health by working with mental health professionals of the highest standing, producing free, short, evidence-based films, podcasts and fact sheets to help parents, educationalists and others working with children to recognize potential mental health conditions.

00:37.31 - Alis

In today's episode, we'll be looking at celebrating neurodiversity and strategies to support neurodiverse children attending mainstream primary schools and nurseries. I'm talking with Lauren Whitaker. Lauren has been a teaching assistant, a higher level teaching assistant, and a special educational needs manager working in schools for over 15 years. Lauren has worked with neurodiverse children and their families, supporting them by seeing and meeting their unique needs, helping them to feel nurtured in school, and guiding them and those who care for them to empower learning and encourage development. Lauren's worked across the primary-age range. She's championed many different strategies and approaches in schools to help children to understand this theme and to provide practitioners with tools to help plan for specific needs. For example, she talks about using emotion coaching and how to trigger the vagus nerve in children in order to help move a child from a stressed and upregulated state, to be more calm, rational and relaxed. Be sure to listen right to the end so that you can hear all the different strategies that Lauren has used successfully to help children reach their full potential. Lauren begins by sharing her own experience of being a child in school and how she feels this has helped her to be able to help others in their journey through school and beyond.

02:10.82- Lauren

I felt schools or school could have helped me by the teachers almost humanizing themselves by making mistakes, because I felt the teachers got everything correct, they knew everything, never made a mistake, never got into trouble or any of those things you do as a child. So I felt like they could have humanized themselves by making a mistake on the board, by getting things wrong and almost talking it through with the class, allowing us in a little bit.

02:43.19 - Alis

So you decided as a result of your own experience, you wanted to help children. What do you hope to achieve working with neurodiverse children and their families?

02:53.19- Lauren

I think to make them feel not alone and that actually school isn't everything. It's obviously a very important part of your child's life, and education is, well, we're incredibly lucky to have it, but it doesn't define you as a person, if you don't get 10 out of 10, if you don't get 100%, you can use creativity, confidence, all of those other things can get you where you want to be in life and personality and character. And the world would be pretty boring if we were all the same, so it's just about celebrating.

03:30.75 - Alis

What gives you the energy to see all those unique things in children, to see them as different?

03:37.19 - Lauren

I think it's because I'm passionate about it and I do believe in those children and I do believe there is more to life than just academic achievements, and we should be celebrating our differences and encouraging them, and everyone's journey is different and, yeah, it's important.

04:03.07 - Alis

Thank you. And let's think about that. Celebrating neurodiversity. What do you feel is meant by neurodiversity, first of all, how would you define that in your own words?

04:15.17 - Lauren

I'd define it as difference. It's a difference in thinking, difference in behaviours, difference in achievements, actions, learning abilities, and there's no right way of thinking and there's no wrong way of thinking. It's, I suppose, a colourful way of thinking.

04:32.95 - Alis

What sorts of things have you done in schools to celebrate differences?

04:36.71 - Lauren

So I've done a Neurodiversity Week in schools and I've gone around into different classes, giving PowerPoints and sharing our stories as teachers and practitioners and then the children, allowing them time to talk about their differences and we look at them as superpowers and how they make us special and individual and celebrating them. But I think it's been really important allowing the children time to talk about what they find easy, what they find difficult, in a safe space with each other, with us, to help us understand them better and for them to understand us better, saying what we struggle with and with their peers as well, because it's okay us spending a lot of time with these children, but actually it's their peers that they spend the most time with and being able to celebrate differences and opening their mindsets.

05:41.94 - Alis

Yeah, I really like what you said there. It sort of goes back to what you're saying about teachers being able to make mistakes and what you're saying is that you give the children the opportunity to see your own differences and your own foibles and things that you might not necessarily be good at. What do you think has been the impact of that? What have you noticed as a result of these celebration weeks?

06:04.25 - Lauren

I've noticed empowerment to some children. They feel like actually they've reflected and thought, actually that's a good thing that I can do that, even though I struggle with this, I can achieve this. I think it's been empowering for their peer-on-peer relationships, because as much as children struggle at times with relationships, they do love to be someone's cheerleader and empower them and help them achieve their goal, and it's also allowed them to notice things. So what I've witnessed is some children saying, "Oh, so and so has actually got 8 out of 10 on their times tables today." And historically they wouldn't have thought anything of that. But they know now, because that child struggles with timetables, yes, it's not 10 out of 10, but they've achieved 8, and them celebrating between themselves, which has been lovely to see.

06:58.55 - Alis

Is it always sort of academic things that you celebrate with neurodiversity?

07:03.49 - Lauren

No, it can be anything. Drawing, creativity, sports, anything that the children are interested in and feel like that's their niche, it's their thing. Then I believe anything can be celebrated. It's not about the academic, it's a balance, isn't it, for them?

07:26.43 - Alis

Have you managed to get parents and carers involved in your celebration weeks?

07:30.93 - Lauren

Yes, we have. We've had parents come in and also share their experiences of school and what jobs they've achieved. And we've actually had parents come up and say, oh, can you mention this? Or could you put that into a PowerPoint? Because they know that their child struggles with some things and they want it to be highlighted so the child feels like, "oh, actually, I'm not the only one".

07:56.87 - Alis

That's really brave, isn't it, actually, to highlight things that you otherwise might think 'this should be hidden and a secret, and I don't want people to know that I'm not good at this, but actually, this is something that I'm working on. This can be seen as something that is unique to myself.' What advice would you give to others to help them celebrate differences? Whether you're giving advice to teachers or other TAs, or whether you were giving advice to parents at home.

08:30.52 - Lauren

I believe it doesn't matter how big or small, it should all be celebrated, it should all be encouraged and nurtured, and it doesn't mean that everybody is the same. It goes back to that Equity or Equality. So obviously, Equality, treating everyone the same, we're all given the same thing. Well, actually, sometimes people need a little bit more, so that's more Equity, meeting the needs instead of just treating everyone across the blanket as the same.

09:02.59 - Alis

So can you give us an example of where you've really focused on treating the needs of a child and not getting the whole class to do one thing, but actually thinking, no, this is what this child needs.

09:16.05 - Lauren

So one of our children, he needed almost like a fidget break, needed time to sort of get up and move around, and he also needed something weighted to hold, to sort of make him feel grounded. So he was the book monitor. He gave out the books every day, and all the children wanted to give out the books, but they didn't actually need it. What we needed to do was allow him to walk around the classroom in a controlled way, in a controlled manner, by holding the books that was weighting him to the ground, which he then gave out. He thought he was doing a job, which was great because he didn't feel like he had any special treatment or that he was any different to anybody else. But what we'd actually done is allowed him the time to walk around the classroom handing out the books - so that was a positive thing. That was great for us and that was great for him, whereas the other children didn't need that at that moment in time. So they weren't the book monitors.

10:14.85 - Alis

And how do you manage that in a class situation? Because I know that, especially with primary school children, there's this sort of feeling of, it's not fair if it's not equal. Everybody gets to do the same. How do you teach those children that they don't get to do that book monitor job?

10:30.97 - Lauren

By having a discussion, by being open and honest with them and using yourselves as an example. We (I and the teacher) stood up in front of the class. I was a lot taller than the class teacher, and I said, "Right, we're going to change the light bulb, so we're both going to be given the same chair. I'm going to change the light bulb", which I could obviously reach because I was a lot taller. And we gave the class teacher the same chair and she still couldn't reach. And I was like, "Well, that's fair. She's got the same as me." And the children could quickly see, and very quickly, I might add, that it wasn't fair because she still couldn't reach. And it's about being obvious with them saying, "Well, but that's the same". And they were like, "Yeah, but it's not because she needs a step ladder, because she can't reach." In which we then got the step ladder out and the teacher went up the ladder, and then she was able to change the light bulb. And they were like, "Well, that's fair." And I argued and I was like, "But she's now got more than what I have." And they were like, "But you're now both able to reach the light bulb." And then we spoke about reaching our full potential, how some people need that little bit more. They need a step ladder when some people just need a chair or a stool. So I'd think just being obvious with the children, allowing them to see it from you and doing a bit of role play with them.

11:54.42 - Alis

As a result of that role play, were they then able to see different situations where, for example, that boy that needed to hand out books, they could see that was his step ladder for that day.

12:05.50 - Lauren

Yeah. And again, just reminding them if they did find it difficult, because they're children, and obviously they do at times find it difficult and just say, "Oh, do you remember the step ladder and the stool?" And you can see them then thinking and going, 'Oh, yeah. Ok."

12:21.15 - Alis

So my next question, Lauren, is about some of the Strategies that you've used successfully with supporting children with neurodiversity. Are there any in particular that you could share with us today and maybe give some examples of how you've put them into action? I know, for example, you've talked in the past about Zones of Regulation. How would you implement it and what is it?

12:46.81 - Lauren

So a lot of Emotion Coaching feeds into Zones of Regulation. So it's about triggering that Vagus Nerve. First of all, you need to know what the children are interested in. You need to have a relationship. So I think no matter what strategy you use with a child, if you don't have the relationship first, it's then very difficult to implement anything. So getting to know the child, I think, is most important over everything. So with the Vagus Nerve, it's about finding something that they're interested in. So, for example, one of my little boys, he was fascinated with the Avengers, loved the Avengers. And he had taken pencil pots off of another table and was refusing to give them back, would not give them back. So I thought, right, okay, how am I going to manage this without causing his anxiety to rise and put him into Crisis? And how am I going to please these other children by giving the pencil pot back? So I spoke to the young man and I had a card of the Avengers with me, and I was like, "Who's that?" And he was like, "Oh, Captain America." I was like, "Oh, okay, who's that?" And he was like, "Thor." And I said, "Oh, I noticed Thor has a hammer." And he was like, "Yeah." And I said, "What about if Captain America took Thor's hammer?" And he was mortified because he was like, "No, Thor needs the hammer. Captain America's got his shield." And I was like, "Oh" I said, "but Captain America really wants Thor's hammer, and he's going to keep it." And he was like, "Well, he can't because it belongs to Thor." So I looked at the pencil pots, and I said, "Oh" I said, "so these pencil pots belong to this table?" I said, "like, Thor's hammer belongs to Thor." And he was like, "I'll give the pencil pots back." And he then gave the pencil pots back to the other table and carried on the rest of his day, absolutely fine, because it was something he could relate to and something that he understood, because clearly Thor has his hammer and Captain America has his shield, and he knew that that's where they needed to be. He was able then to translate that onto the pencil pots.

15:05.53 - Alis

Fantastic. I love that story. So that's emotion coaching, and I can see how that really works. And I think the key point you were saying there is getting to really know the child and know what triggers their Vagus Nerve, what makes them tick, if you like, and what calms them down. Can you tell us a little bit about Zones of Regulation? Tell us what it is and how you've implemented it in school.

15:29.13 - Lauren

So, Zones of Regulation is looking at emotions in clear categories. So you have a Blue zone, a Green zone, a Yellow zone, and a Red zone. In the Blue zone, typical feelings are like sick, sadness, tired, boredom, moving slowly. Green, you have happy, calm, good to go, focused and ready to learn. Yellow, you might have feelings like frustrated, worried, wiggling and being a bit silly, anxious and excited. And Red, you would have, like, angry, mean, yelling and hitting out of control, and I need time and space. So a time in which I would use this would be maybe that a child is highly escalated, and that could be through excitement, or it could be through feeling angry or upset. And I would use a card that has these clear zones on it and say, "How are you feeling right now?" Because at that moment in time, to articulate it is too much for that child. So I would put this out, it's laminated, so it can't be torn, because also, if they're in high crisis, it might be something that they want to rip up, so I would laminate it first, and they might point to that they're green, and I can then unpick and think, oh, "Because you're happy?" Because they might see their behaviours as being happy and that they're having a lovely time. Well, actually, what you can see is they're overexcited and they're actually in the yellow and they're being silly and they're wiggling around and they're getting up. And what they actually need at that moment in time is a movement break. So then what I would do, if they've pointed to the green, I say, "Oh, actually what I can see is maybe you're feeling a bit overexcited. And what we do when we feel overexcited is we go for a movement break." And that child would then think, oh, actually maybe I do need a movement break. And then we'd leave the classroom quietly, go and have 5 minutes outside of a movement break, however that may look. Maybe that's ten star jumps, maybe that's just running up and down on the spot. Maybe it's just going for a run around the playground, allowing them that time to get rid of that pent-up energy, but also it being controlled by yourself, so you feel in control of the situation. And then when they come back to you, check in again, "How are you now feeling?" And then they say, "Actually now I'm green and I'm good to go and I'm focused, ready to go back into class." And then you can take them back in and then they can sit down and continue with the rest of their day.

18:04.81 - Alis

And do you use them with all children or do you tend to just stick to neurodiverse children when you're using Zones of Regulation?

18:11.54 - Lauren

I would use them with all children because I think it's good for neurodiverse children to see that it can be used for everybody and allows everyone to see, "Oh, actually this is just practice, this isn't something special for me, this isn't making me different, this is just practice."

18:32.79 - Alis

So can we talk about what you know as Protective Behaviours and how you use this in school?

00:18:39.16 - Lauren

So protective behaviours to me, is about the children having the right to feel safe all the time and that they know they can talk to someone about anything, even if it feels awful or small. So a lot of work in protective behaviours is about co-regulating with the children. So building up a positive relationship and helping them spot things like the early warning signs, which is where a child might notice. "Oh, actually I've got this feeling in my fingers where I'm wiggling them. And that means that actually I'm getting quite frustrated because that wiggling then turns into a fist and then that fist ends up hitting somebody." So it's about noticing within themselves that that is what they do before they get to crisis. And you are co-regulating with them to help them notice that about themselves. And then what that then leads on to, is the child then being able to self-regulate and notice that within themselves, without you being there and they can actually think to themselves, "Oh, I'm wriggling my fingers. That must mean I'm frustrated. What can I do at that point to then make myself feel less stressed?" And that then might be to use the zones of regulation.

20:01.31 - Alis

So I see how one can lead on to another.

20:04.37 - Lauren

Obviously, it's really important that you have these relationships with your children because you need to know them to then be able to help them unpick their behaviour and their early warning signs. Something that's really lovely about the Protective Behaviours is having a network hand. And it's something really simple that allows the children to see who they feel they can trust and have a safe relationship with who they can go and talk to. So it's just them drawing around their hand and writing potentially 5 people on each finger both adults or children. We do encourage that there are adults on there, because obviously adults are the ones that can put things into practice to prevent things and to help, if there's anything worrying them, troubling them, or anything they'd just like to share, no matter how big or small. And it's quite nice if you cut the hand out. If, say, they've got 5 people on there, they might only have 3 and it's important to tell them that they don't have to fill their hand, because once again, we don't want them to feel like they're failing because they haven't got 5 people and they've only got 3. It's better to have 3 quality people than just fill it up with 5 people that they'd never speak to. But once you've cut it out, if, for example, they were coming to see myself and they put my finger down because I wasn't in school that day, they can physically bend my finger down and see that they've got another two people that they can talk to. "Actually, I'd really like to go and talk to this adult, but she's off sick today." Put my finger down. "Oh, I've actually got one more adult that I can go and talk to." Because what we don't want to happen is they think, "Oh, Lauren's not in today. I'm just not going to bother telling anybody". When it could be something quite serious or it could just be a worry that we don't want to turn into a bigger worry. So just them being physically able to push those fingers down to see that there are other people in school or around that they could go and talk to if they wanted to.

22:14.81 - Alis

And what about those children who might not be able to write an adult or a child's name down on a hand? Maybe they're too young or maybe their behaviours prevent them from doing that. Do you create the hand for them just through talking? And does it work as effectively?

22:32.52 - Lauren

We would try to create a hand with them. However, I think we'd have to take a step back and think about who would we like on that child's hand. Is it best that it's the class teacher and is it best it's the class TA? And how do we then foster a relationship, a positive, trusting relationship with them for the child then to recognize, "Oh, actually, they can go on my hand." So I think again, and I know time can be an issue at times because obviously, schools are very busy places, but it's allowing those 5-10 minutes, "Oh, this young man likes Lego." 5 minutes at the end of every day, the teacher plays Lego with him. And then over the course of maybe a couple of weeks, he might say, "oh, actually, Mrs. So and so can actually go on my hand. And if they're little, helping them get to that, "Oh, I saw you were playing with Mrs. Thingy today. Do you think she could go on your hand?" And almost prompting them, that that is a safe, trusting adult that they can talk to.

23:37.43 - Alis

And again, how could parents use this at home? So I'm just mindful that people listening could be those working in schools like yourself, but also parents and carers. Is this something that you would suggest parents use at home?

23:48.78 - Lauren

Yeah I think it's a lovely thing that you can use at home. And it also shows that bridge between school and home. If we can get a lot of the practices that we're using in school, into home, it shows the child that there's consistency and the schools are talking with parents. And then if parents have any strategies or things that are at home that are working, I think it's really important they share it with the school as well. But I think with the hand to have it indoors, once again, when a child is highly escalated and they're not able to talk and they don't want to talk to mum because mum's the one that's annoyed them, you can get out the hand and say, "Well, go and talk to somebody else on here? Do you want to phone Auntie Sue or do you want to phone Granddad" or give them an outlet? But once again, you're in control and keeping them safe.

24:37.45 - Alis

So, Lauren, what key thing would you want a listener to take away from today's conversation?

24:43.15 - Lauren

That everyone's different and the world's a colourful place and everyone should be supported and given the opportunity to shine.

24:52.43 - Alis

That's brilliant. Thank you so much Lauren. Thank you for your time and for sharing so many of your ideas with us today.

25:00.37 - Alis

I hope you enjoyed today's conversation and are able to take something interesting and positive away from it. Our podcasts are sensitively produced and give evidence-based information, whether from academic research and experts in their fields or from lived experiences. They are created to help others spot early signs of distress and may require further monitoring and information on how to follow up and get help. Learning about child mental health and understanding how to recognize potential disorders is an important first step for everyone caring for children and young people. Please visit our website nipinthebud.org and go to our where to get help page for organizations which can provide both support and further information to help you and those you care for. Any specific links that we've spoken about today can be found in the show notes. Finally, you can find Nip in the Bud on all the socials and get more information and further support. Don't forget to subscribe, like and share with someone who you think may benefit from all that Nip in the Bud has to offer. See you next time.

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Episode 4: Lauren Whitaker - Celebrating Diversity | Nip in the Bud

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We speak with father, Damien Lane about his experience of caring for his severely autistic son, Alex who is now in his 20s.

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Workshops for Information, Support and Education (WISE)

Being a parent carer of a child or young person with additional needs can bring extra situations which are challenging to know how to handle. To help support parent carers navigate these we have created a range of workshops based on the subjects you have told us would be helpful.

The workshop will have 2 main parts.

Part 1-will provide information and ideas of things you can try (strategies).

Part 2 - will give you time to discuss your own circumstances and form a plan of what you can try to help.

Alongside this we will also have a range of information workshops both face to face and online.

We are grateful to NHS Somerset for funding the program and to the organisations who are supporting the delivery.

If you are interested in attending any of the events please register.
How to register
Individuals on our database simply need to enter their email address to reserve a space.

Individuals not on our database with need to register first by clicking here.

If you are not sure if you are on our database don't worry just enter your email and we will contact you to complete the details needed.

You will receive an email confirming your place.

The list of available events are shown below. Please scroll to the end of the list after making your selection, to add your email and click on the register button. This list has multiple pages.

If you have any problems, please contact us on 01458 259384 or 07359 611454

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Workshops for Information, Support and Education that empower parent carers to succeed.

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Book: When the adults change, everything changes: Paul Dix

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Book: When the adults change, everything changes: Paul Dix

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In When the Adults Change, Everything Changes: Seismic Shifts in School Behaviour , Paul Dix upends the debate on behaviour management in schools and offers effective tips and strategies that serve to end the search for change in children and turn the focus back on the adults.

You can buy in the best behaviour tracking software, introduce 24/7 detentions or scream 'NO EXCUSES' as often as you want - but ultimately the solution lies with the behaviour of the adults. It is the only behaviour over which we have absolute control.

Drawing on anecdotal case studies, scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and Pivotal Education director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall.

When the Adults Change, Everything Changes illustrates how, with their traditional sanction- and exclusion-led methods, the 'punishment brigade' are losing the argument. It outlines how each school can build authentic practice on a stable platform, resulting in shifts in daily rules and routines, in how we deal with the angriest learners, in restorative practice and in how we appreciate positive behaviour.

Each chapter is themed and concludes with three helpful checklists - Testing, Watch out for and Nuggets - designed to help you form your own behaviour blueprint. Throughout the book both class teachers and school leaders will find indispensable advice about how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding.

Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants - in any phase or context, including SEND and alternative provision settings - who are looking to upgrade their own classroom management or school behaviour plan.

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When the Adults Change, Everything Changes: Seismic shifts in school behaviour

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Buy When the Adults Change, Everything Changes: Seismic shifts in school behaviour by Paul Dix (ISBN: 9781781352731) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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At Josephine's Star, we offer s upport to children and their families in Somerset when someone special has died.

We are small charity; formed by a group of professionals who know how important it is for children to have the opportunity of help and support in their grief. We provide one-to-one support, based around six, one-hour support sessions. In each session we work with the child to explore their grief and help them to develop coping strategies. All of our work is done in conjunction with the families, carers and schools to ensure the most positive outcome for the children and young people.

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Josephine's Star | Supporting Grieving Children | Somerset

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Josephine's Star is a bereavement charity offering support to children and families in Somerset when someone special has died. We also offer Grief First Aid training to schools to enable them to support and mentor grieving children.

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The jump start programme supports children from 8-18 years old in Somerset to boost their resilience, self-esteem, social skills and gain access to positive experiences.

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Parent Group: Frome Autistic Support team

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Parent Group: Frome Autistic Support team

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Support group aimed at parents of children with autism (with or without a formal diagnosis) - Call Sarah on 07977 913339

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Monday in Frome

Wednesday in Shepton Mallet

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Mind in Somerset | For better mental health

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YOUTH MATTERS

Youth Matters Peer Support Groups

" I really enjoy Mind In Somerset Youth Matters because everyone is really supportive and everyone understands what you are going through. Everyone is really friendly and isn't judgmental. I really enjoy it."

Youth matters peer support groups are now running in person and online. They are free and informal and give you the chance to meet other young people who may be experiencing similar issues in a safe, friendly and non-judgmental environment and allow you to both give and receive support to each other.

We have 2 age groups: 11 years up to 18 years and 18 years up to 24 years. Run by a team of staff and volunteers, our sessions are an opportunity to talk and share experiences, whilst learning some tools and resources to build self-confidence and self-esteem, and to help you cope better with life's ups and downs. However we do not make anyone talk about why they have joined if they do not want to.

Our 18 to 24 year old groups will also include help and advice with independent living such as budgeting, completing forms, writing CV's and healthy cooking (cooking activities are temporarily paused due to Covid-19).

Mind has been a good experience for me, especially during the COVID lockdown.

Due to the success of our Summer walking and talking groups, when weather permits, we can also offer our peer support group members the option of doing a walking and talking session instead of the peer group session. We will let group members know if the walking and taking group will be running instead of the peer support group, so they have the option not to come for the walking sessions if they do not want to.

Monday

Langport 3.30-5.30pm

Bridgwater 5.15-7.15pm

Bridport 6-8pm

Frome 6-8pm

Tuesday

Yeovil 3.30-5.30pm

Minehead 4.00-6.00

Chard 6-8pm

Wednesday

Shepton Mallet 3.30-5.30

Weston Super Mare 7-8.30

Mindline Trans +

0300 330 5468

Mindline Trans+ is a confidential emotional, mental health support helpline and signposting service for people who identify as Trans, A Gender, Gender Fluid, Non-binary. Find out more

Mindline

0800 138 1692
or 01823 276 892

Our Mindline Emotional support and mental health helpline is open 24 hours a day, 7 days a week. Find out more

Live Chat

Our Emotional support and mental health helpline is now available as a live webchat !
Available every day from 8-11pm.

Find out more

We are grateful for support from:

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Youth Peer Support Groups | Mind in Somerset

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Focus is a safe place providing professional counselling to people in Bath, Frome, Wells and the surrounding areas.

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Focus Bath, Oasis Hub, Fountain Buildings, Bath BA1 5DU | 01225 330096 | Focus Wells, The Old Glasshouse, South Street, Wells BA5 1SL 07863 444009

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Advice from YoungMinds for depression and low mood in children & young people.

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Going through different emotions is part of life. While it can feel worrying as a parent, it is normal for young people to feel low sometimes, and this can be a natural response to what's happening around them. Often, the passing of time and support from people they're close to can help things feel better again.

When a young person is feeling depressed, however, sadness and low feelings become more overwhelming, persisting over a longer period of time and making day-to-day life difficult.

Knowing that your child is feeling depressed can be incredibly worrying as a parent. But remember that lots of young people go through depression and come out the other side and feel okay again, and that there are things you can do to help them - including providing emotional support, working on practical strategies together and finding the right professional support if they need it.

Symptoms of low mood and depression

As a parent, it can be useful to understand the difference between having a generally low mood and feeling depressed. This can help you to think through what your child is experiencing and the type of support they need.

If your child is experiencing a low mood, they may feel more sad, tearful, worried, tired or angry than usual, or feel low and less confident about themselves - but then feel better after a few days or weeks. They may also start to feel better quite quickly after making small changes in their life or routine - for example after resolving a disagreement with a friend, getting to the end of a stressful time at school or starting a more regular sleeping pattern.

When a young person is depressed, sadness and low feelings do not change or go away with time. These feelings can become overwhelming and stop them from doing or enjoying things they normally would. When a young person is experiencing this, it's very difficult to shift the situation without extra help and support.

While every young person is different, and these feelings are often expressed differently at different ages, some signs that your child may be feeling depressed include:

withdrawing, or avoiding friends or social situations

finding it hard to concentrate, and/or losing interest in schoolwork

not wanting to do things they previously enjoyed

feeling irritable, angry or frustrated

feeling tearful, miserable, lonely or hopeless

feeling empty or numb

being very self-critical, or feeling less confident

sleeping more or less than normal

eating more or less than normal

feeling tired or not having any energy

showing less or no interest in self-care activities like washing

wanting to self-harm

experiencing suicidal thoughts

If your child is experiencing one or two of these things, it does not necessarily mean that they are experiencing depression. But it's important to speak to your GP as a first step so that you can explore what's going on together.

How to help your child with depression and low mood

If you are concerned that your child may be experiencing depression, there are lots of things you can do to help.

We have a list of services and helplines they can use on our reaching out for help page, which you can point them towards.

Top tips for supporting your child with depression.

When to seek professional help

If the situation isn't getting better with time and you're feeling worried about your child's mental health, seek professional support and advice.

Many children and young people will need professional and specialist help to feel better if they are experiencing depression. They may benefit from a specific diagnosis or a treatment such as talking therapy.

You can find more information about how to access professional help below.

Where to find professional help

If your child is experiencing depression and needs ongoing support, it can be helpful to create a support plan together with the professionals around your child - so that you know exactly what help is available and how your child can access it. This could include things like:

agreements with their GP, or their key worker if they are being treated by CAMHS, about when they will next check-in

whether any referrals can be made to other services, and a list of the services available locally that might be able to support them

what your child's school can offer - including a staff member who they can speak to when they're struggling.

people your child trusts and can talk to when they need to, including family and friends.

You can find out more about speaking to GPs, finding a counsellor or therapist, accessing Child and Adolescent Mental Health Services (CAMHS), getting help from your child's school and finding local services on our guide to getting help.

Young people's advice for others experiencing depression

Speak to your doctor or a trusted adult about how you're feeling.

Don't be afraid to cry, especially if you're male - it helps to release emotions and you'll feel better afterwards.

I've found that identifying behaviours that are not beneficial to you - like endlessly scrolling through Instagram before bed and sleeping late - can be really helpful. It's hard to force good habits, but it can do wonders for your overall mood.

Try to keep going outside, even if it's just a short walk, it can really help your mood to lift.

Find a distraction technique - we all have different ones; it could be jogging, music, art, reading etc.

Realise that how you're feeling won't last forever and there's always something to look forward to.

If your child is having suicidal thoughts

Young people who are struggling with depression can experience feelings of not being able to go on, or no longer wanting to be alive. This can lead them to think about, speak of, or attempt suicide.

A young person can struggle with thoughts of suicide without acting on them. But these thoughts can also develop into stronger feelings, and a plan or intention to attempt suicide. All suicidal thoughts should be taken seriously, and young people going through this need help and support.

If your child is experiencing suicidal thoughts, or you're worried they might be, we have information and advice that can help. Have a look at our page on suicidal thoughts for advice on how to support them and where you can find help - including how to access urgent help.

For advice on supporting and responding to your child when they're experiencing suicidal thoughts, have a look at the Prevention of Young Suicide (PAPYRUS) website. You can also contact their HOPELINE to speak to an advisor via phone or email.

Looking after yourself as a parent

Supporting a young person who is struggling with depression can be incredibly worrying and exhausting - and it's entirely understandable if you're struggling with anxiety or other difficult feelings yourself at the moment.

It's so important to recognise the impact the situation is having on you, and to think about ways you can take care of yourself - including getting support from other people so that you can take some time off. Remember that it's okay to ask for help when you need it, and to share your worries with someone you trust.

Many parents find it helpful to reach out to other parents so they can talk through how they have handled difficult situations with their children and get support. You may also be able to find a local parent support group using the Charlie Waller Trust directory.

If you need more help, you can find services such as counselling or therapy through your GP and other local organisations, or privately if this is an affordable option for you. Sometimes it helps just having someone there who can listen to what you're going through - and if you need someone to talk to, you can call the Samaritans anytime on 116 123.

You might also find helpful...

Where to get further support

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2023. It was created with parents and carers with lived experience of supporting their child or young person with depression or low-mood. We will next review the page in 2024. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.

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Depression & Low Mood | Signs, Symptoms & Treatment

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Depression is a mood disorder where low mood persists for a long time. Read about the symptoms, what support is available and how you can help your child.

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A short clip from 'Nip in the bud' exploring depression in children

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A short clip from 'Nip in the bud' exploring anxiety in children

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Website/App: Smiling mind mindful meditation

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Website/App: Smiling mind mindful meditation

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A meditation Website & app developed by psychologists and educators to help bring mindfulness into your life.

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An evidence-based approach to supporting the mental health and wellbeing of children in the classroom, school and home environments. Choose the implementation option to suit your school.

For a limited time, Australian primary schools can apply for a funded place and receive the Primary School Program at no direct cost to the school.

Smiling Mind is Australia's leading digital-led, prevention focussed mental health not-for-profit. Smiling Mind has been helping minds thrive for over 10 years and are the innovators behind Australia's most trusted mental wellbeing app. Our evidence-based tools support people to learn the skills to maintain their mental health in fun and interactive ways.

If you'd like to support our work, you can make a donation. Every contribution, however large or small makes a difference and we're so grateful for your support.

The Australian Mental Wellbeing Index provides a snapshot insight into the everyday mental wellbeing of Australia. It explores the factors that contribute to mental wellbeing and aims to generate a national conversation about how Australians can take a proactive approach to support mental wellbeing.

We've recently released the second annual report exploring the data collected across 2022-2023. The latest report shows young Australians aged 18-24, are experiencing poorer mental wellbeing than older age groups and poorer levels of focus and concentration may be a key driver of this.

A daily mindfulness and meditation guide at your fingertips

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Smiling Mind is a non-for-profit web and app-based meditation program developed by psychologists and educators to help bring mindfulness into your life.