# data[].attributes.headline
Hugh Miller - Mental health support in schools: the good, the bad, and the ugly

# data[].attributes.subject
Hugh Miller - Mental health support in schools: the good, the bad, and the ugly

# data[].attributes.body
Recording from 1pm, Thursday 14 December 2024

Please do not share this recording outside the SIG.

# data[].attributes.attachment_link.title
2023-12-14 Hugh Miller - Mental health support in schools: the good, the bad and the ugly.mp4

# data[].attributes.headline
Helen Manley - Managing anxiety in primary schools through day-to-day classroom practice

# data[].attributes.subject
Helen Manley - Managing anxiety in primary schools through day-to-day classroom practice

# data[].attributes.body
1pm, Thursday 15 February

The school environment appears to be ideal for children’s mental health interventions: teachers’ daily, ongoing contact with families, their knowledge of the children they teach, and their setting in the community rather than a clinical context means that teachers are often the first port of call for families who need help and advice. However, while schools already do much to help anxious children – from whole-class wellbeing lessons in PSHCE/RSE to targeted support – managing anxiety in schools is far from perfect. Both targeted and universal interventions are often short-term, have limited capacity, pose practical difficulties for teachers, and do not always help children to apply strategies outside of the intervention environment. Drawing on twelve years of experience as a primary teacher, Helen will discuss her research to develop and evaluate a training program for primary school staff to minimise and manage child anxiety through their day-to-day classroom practice.

# data[].attributes.attachment_link.readable_text
My research focuses on the role of primary school teachers in supporting and managing anxiety in children. I am investigating whether the way in which teachers manage their classrooms day-to-day can have positive effects on anxiety. My project aims to develop and assess the feasibility of a classroom management training intervention designed to help teachers respond to, and ultimately reduce, anxiety in primary school-aged children.

My DPhil is funded by the National Institute for Health Research (NIHR) Applied Research Collaboration Oxford and Thames Valley at Oxford Health NHS Foundation Trust.
Biography
I received a BA (Hons) in Modern Languages from the University of Oxford in 2001 before working in Communications for an international organisation supporting children at risk for 7 years. After completing a PGCE in 2009, I began working as a primary school teacher in Oxford where I have spent the last 11 years teaching across the primary age range. In 2017, I was awarded an MA in Education from Oxford Brookes University. My final dissertation focused on the effectiveness of school-based counselling interventions in reducing anxiety in primary school children. I am currently a DPhil student in the Department of Psychiatry, supervised by Professor Cathy Creswell and Dr Tessa Reardon.

# data[].attributes.attachment_link.description
BA (Hons), PgCert Ed, MA Helen Manley - DPhil Candidate

# data[].attributes.headline
Dr Ola Demkowicz - How wellbeing provision sits (and doesn’t) within the school context: Insights from children and young people

# data[].attributes.subject
Dr Ola Demkowicz - How wellbeing provision sits (and doesn’t) within the school context: Insights from children and young people

# data[].attributes.body
1pm, Thursday 11 January 2024

Dr Ola Demkowicz researches adolescent mental health, with a particular focus on the contexts and mechanisms that contribute to the emergence of difficulties across adolescence, as well as the factors that may mitigate such vulnerabilities. Ola is especially interested in emotional distress and difficulties, how systemic inequalities translate into mental health inequalities, and how youth spaces including schools can better align to adolescent needs. Ola is a senior lecturer in psychology at the University of Manchester and a BPS Chartered Psychologist with a background as an Early Years Practitioner. She is co-chair of the Ethics Committee in the School of Environment, Education, and Development (SEED), co-convenor of both the MIE 'Education and Psychology' research group and the MIE special interest group 'Mental Health and Wellbeing in Education’, and serves as an Honorary Research Fellow at the Evidence Based Practice Unit (a collaboration between University College London and the Anna Freud National Centre for Children and Families).

# data[].attributes.attachment_link.provider_name
Research Explorer The University of Manchester

# data[].attributes.attachment_link.readable_text
Overview

My research focuses on adolescent mental health, with a particular focus on the contexts and mechanisms that contribute to the emergence of difficulties across adolescence, as well as the factors that may mitigate such vulnerabilities. Within this, I am especially interested in emotional distress and difficulties (i.e., low mood and anxiety) and in how systemic inequalities translate into mental health inequalities, as well as how youth spaces including schools can better align to adolescent needs. I have led and collaborated on research projects funded by organisations including the National Lottery Community Fund, the National Institute for Health and Care Excellence, the National Institute for Health and Care Research, and UK Research and Innovation.

I have been based at the Manchester Institute of Education (MIE) since 2016, and now teach predominantly on the BSc Educational Psychology. I have a professional background as an Early Years Practitioner, and I am a Chartered Psychologist registered with the British Psychological Society. I Co-Chair the Ethics Committee in the School of Environment, Education, and Development (SEED). I co-convene the MIE ' Education and Psychology' research group and the MIE special interest group 'Mental Health and Wellbeing in Education'. I am an Honorary Research Fellow at the Evidence Based Practice Unit (a collaboration between University College London and the Anna Freud National Centre for Children and Families).

Research interests

My research interests are generally centred around:

Developmental psychopathology and the mechanisms involved in the development of mental health difficulties

Emotional distress and difficulties (low mood and anxiety)

Social connection and support in adolescence

Systemic inequalities including in relation to gender and sexuality

Resilience processes

Children and young people's experiences of youth spaces and systems

Policy and practice in school-based wellbeing provision

Ethical and social considerations in research, particularly with children and young people

Methodological knowledge

I am skilled in both qualitative and quantitative analysis, including advanced approaches such as structural equation modelling. I am a mixed methods researcher with a particular interest in how multiple methods can be blended to create a fuller understanding of mental health mechanisms. I am experienced in working with young people as active partners in research, including through co-production, and I have expertise in ethical and social procedures and responsibilities involved in engaging children and young people in sensitive research.

Further information

Research projects
Proud to #BeeWell: Understanding and supporting LGBTQIA+ young people's wellbeing. Principal Investigator, 2022-2023, funded by The University of Manchester Research Institute
This is a co-produced project that aims to advance understanding of the causes and consequences of wellbeing inequalities among LGBTQIA+ young people across Greater Manchester, with a qualitative strand and a systematic literature review underway. More information will be available as the project progresses.
Development and validation of the Social Media Measure for adolescents. Co-Investigator, 2022-2025, funded by UKRI and led by Dr. Margarita Panayiotou
The Social Media Measure project is an open-science groundbreaking effort aiming to improve our understanding and measurement of adolescent social media use, and consequently, improve our understanding of how social media influences adolescent mental health and wellbeing. Using a co-production model, we will develop, with young people, a measure and smartphone app to assess adolescent experience of social media use.
Evaluation of Passport to Success, Co-Investigator, 2022-2025, funded by the Kavli Trust and led by Prof. Neil Humphrey and Prof. Pamela Qualter
The study is a major trial across Greater Manchester that investigates whether "Passport: Skills for Life", a mental health promotion programme used widely in primary schools, is successful at promoting children's ability to manage their emotions as a means to reduce distress, loneliness, and bullying during the transition between childhood to adolescence.
INSIGHT: Young women's perspectives on psychological distress in their population and priority actions for responding: A co-produced qualitative investigation, Principal Investigator, 2022, funded by the National Institute for Health and Care Research
This is a co-produced project funded by the National Institute for Health and Care Research, aiming to explore young women's perspectives of psychological distress in their population, including causal contributors. There has been considerable emphasis on evidence of increased rates of low mood and anxiety among adolescent girls and young women, but to date there is no understanding of young women's perspectives on these issues. We are engaging with diverse young women across England through focus groups to explore their views, and engaging with stakeholders to discuss how this can be translated into future directions in research, policy, and practice. This is a collaboration between a range of organisations, including The University of Manchester, The Anna Freud National Centre for Children and Families, Common Room UK, Greater Manchester Mental Health NHS Foundation Trust, and Cardiff University, and we expect to share findings in late 2022. Information about the project can be found here and our open protocol and key documents can be viewed here.
Evidence on the relationship between socio-economic disadvantage and the attainment gap in the English education system, Co-Investigator, 2021-2022, funded by the Education Endowment Foundation and led by Prof. Carlo Raffo
This study is a cross-disciplinary partnership exploring the causes of the socio-economic gap in attainment among 3-18 year-old children in England.

HeadStart National Evaluation, Co-Investigator, 2016-2023, funded by the National Lottery Community Fund and led by Prof. Jessica Deighton, Evidence Based Practice Unit (a collaboration between the Anna Freud National Centre for Children and Families and University College London)

HeadStart is a six-year, £67.4 million National Lottery funded programme set up by The National Lottery Community Fund, the largest funder of community activity in the UK. It aims to explore and test new ways to improve the mental health and wellbeing of young people aged 10 to 16 and prevent serious mental health issues from developing. The evaluation uses quantitative and qualitative strands to evaluate programme effectiveness as well as to longitudinally explore adolescent mental health and wellbeing trajectories and experiences. You can find out more about the project here.

The TELL Study (Teenagers' Experiences of Life in Lockdown), Principal Investigator, 2020-2021, partially funded by The University of Manchester's Economic and Social Research Council Impact Acceleration

The TELL Study is a research project that aims to understand 16- to 19-year-olds' experiences of the initial UK lockdown during the COVID-19 pandemic. The project places particular emphasis on this age group's wellbeing. We asked UK-based 16- to 19-year-olds to provide a written account of their lockdown experiences, sharing what lockdown looked like for them, what it felt like, and how they managed it. We are using the findings to share considerations on ways to support teenagers and their wellbeing during the pandemic, including creating a toolkit for educators working to support this age group. You can find out more about the project here.
Children and young people's perceptions and experiences of social, emotional, and mental wellbeing in school, Co-Principal Investigator alongside Dr. Alexandra Hennessey, 2020-2021, funded by The National Institute for Health and Care Excellence
This research was commissioned by NICE (The National Institute for Health and Care Excellence) to inform development of guidance for school-based wellbeing interventions and provision practices, with the aim of understanding what children and young people themselves consider good practice in this area. We engaged with children and young people in focus groups and asked them to tell us what they thought wellbeing provision ought to look like. Findings from our work with children and young people are available here and the linked NICE guidance can be found here. The project used creative methods to engage participants; we share our resources here and reflect on our experiences and offer recommendations for other researchers here. We are currently working on wider dissemination of key findings for academic audiences.
Achievement for All effectiveness trial, led by Prof. Neil Humphrey and Prof. Garry Squires, 2016-2020, funded by the Education Endowment Foundation
This trial evaluated the effectiveness of Achievement for All, a whole-school improvement programme that aims to improve the academic and social outcomes of primary school pupils. The project was a randomised controlled trial, including surveys, observations, and interviews, with a focus on a select number of case study schools. The trial found that Achievement for All resulted in negative impacts on academic outcomes for pupils who received the programme in Years 5 and 6 and the project was given the Education Endowment Foundation's highest security rating. You can read about our findings here.
SPECTRUM review, led by Dr. Michael Wigelsworth, 2016-2017, funded by the Education Endowment Foundation
SPECTRUM (Social, Psychological, Emotional, Concepts of self, and Resilience: Understanding and Measurement) was a systematic review of how non-academic and essential skills are conceptualised and measured in relation to child and adolescent outcomes. You can search the SPECTRUM database here.

Other research

Current research students

Parise Carmichael-Murphy: "Understanding the social determinants of adolescent boys' mental health and wellbeing: An intersectional approach"; PhD in Education, 2019-2022, with Prof. Neil Humphrey

Devi Khanna: "Adolescent wellbeing processes policy in education"; PhD in Education, 2021-2024, with Prof. Neil Humphrey and Dr. Margarita Panayiotou

Megan Cutts: "Special educational needs and wellbeing in the school context"; PhD in Education, 2021-2025, with Prof. Neil Humphrey and Dr. Margarita Panayiotou

Yizhuo Lu: "Emotional regulation, peer victimization, and internalising symptoms"; PhD in Education, 2022-2025, with Dr. Margarita Panayiotou and Dr. Joao Santos

Suzanne Hamilton: "Emotional regulation, peer victimization, and internalising symptoms"; PhD in Education, 2022-2025, with Prof. Neil Humphrey and Prof. Pamela Qualter

Lauren Burke: "Loneliness and mental health in childhood and adolescence"; PhD in Education, 2022-2025, with Prof. Pamela Qualter and Prof. Jennifer Lau

Carla Mason: "Investigating the factors that predict teacher's implementation of universal, school-based MH interventions"; PhD in Education, 2022-2025, with Prof. Neil Humphrey and Dr. Rosie Mansfield

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person's work contributes towards the following SDG(s):

# data[].attributes.attachment_link.description
My research focuses on adolescent mental health, with a particular focus on the contexts and mechanisms that contribute to the emergence of difficulties across adolescence, as well as the factors that may mitigate such vulnerabilities.

# data[].attributes.headline
Dr Lucy Foulkes - Measuring harm in school interventions: Recommendations for researchers

# data[].attributes.subject
Dr Lucy Foulkes - Measuring harm in school interventions: Recommendations for researchers

# data[].attributes.body
1pm, Thursday 26 October 2023

Dr Lucy Foulkes is an academic psychologist at the University of Oxford. She leads research into mental health and social development in adolescence, with a particular focus on the possible negative consequences of increased public mental health awareness. She is currently a Prudence Trust Research Fellow, investigating how school-based mental health interventions may be causing adolescents harm. Her first book, What Mental Illness Really Is (…and what it isn’t), was published in 2021. She is currently writing her second book, about adolescent development, due for publication in autumn 2024.

www.psych.ox.ac.uk/team/lucy-foulkes

# data[].attributes.attachment_link.description
I am a Prudence Trust Research Fellow in the Department of Experimental Psychology at the University of Oxford. I am also a senior research fellow at the Anna Freud National Centre for Children and Families and an honorary lecturer at UCL.

# data[].attributes.headline
Sebastian Monteux - Trauma-informed practice: is there potential for unintended harm?

# data[].attributes.subject
Sebastian Monteux - Trauma-informed practice: is there potential for unintended harm?

# data[].attributes.body
1pm, Thursday 23 November 2023

Sebastian Monteux is a registered mental health nurse and lecturer in mental health nursing at Abertay University, Dundee. He has previously worked in Scotland and the Netherlands in the NHS, in the fields of local authority residential childcare, adult social care and learning disability. Most recently, prior to lecturing, he was based in the North of Scotland Child and Adolescent Mental Health Services (CAMHS) regional inpatient unit, Dundee. His current research interests are around Residential Child Care, Child and Adolescent mental health, trauma, 'everyday' care practice, and Social Pedagogy.

https://rke.abertay.ac.uk/en/persons/sebastian-monteux

# data[].attributes.attachment_link.readable_text
Sebastian Monteux is a registered mental health nurse and lecturer in mental health nursing. He has previously worked in Scotland and the Netherlands in the NHS, in the fields of local authority residential child care, adult social care and learning disability, and trained as a Steiner Waldorf School class-teacher. Most recently, prior to lecturing, he worked in the North of Scotland CAMHS inpatient unit, Dundee.

Sebastian is module lead for MHN113 Introduction to Mental health across the lifespan, MHN221 Professional practice and development, and MHN343 Person-centred and Relational Care.

He also teaches into a number of other modules across Mental Health Nursing, Psychology and Counselling programmes.

Sebastian's current research interests include: Social Pedagogy, Relational practice, Care ethics, Social welfare, Spirituality and 'Everyday' care practice.

# data[].attributes.attachment_link.description
Sebastian Monteux is a registered mental health nurse and lecturer in mental health nursing. He has previously worked in Scotland and the Netherlands in the NHS, in the fields of local authority residential child care, adult social care and learning disability, and trained as a Steiner Waldorf School class-teacher.

# data[].attributes.body
Please do not share these slides outside the SIG.

# data[].attributes.body
Rachel Acheson & Maria Papadima (2023) The search for identity: working therapeutically with adolescents in crisis

# data[].attributes.headline
Hugh Miller - Mental health support in schools: the good, the bad and the ugly

# data[].attributes.subject
Hugh Miller - Mental health support in schools: the good, the bad and the ugly

# data[].attributes.body
1pm, Thursday 14 December 2023

Hugh Miller is a clinical tutor at the Anna Freud Centre and has also helped train education mental health practitioners (EMHPs), children's wellbeing practitioners (CWPs) and supervisors over the past four years. Originally trained in psychodynamic psychotherapy, Hugh retrained in cognitive behavioural therapy and continues to work as a senior cognitive behavioural psychotherapist in Sussex Partnership NHS Trust's CAMHS teams, and is the author of The CWP and EMHP Handbook (JKP, 2022).

# data[].attributes.body
Connect with Maria’s work via her website, which includes her blog and links to her research articles and podcast appearances.

# data[].attributes.body
Click to share this form with others who might be interested to join us in discussion about youth mental health research.

# data[].attributes.attachment_link.title
Join the Harms from School Interventions Special Interest Group

# data[].attributes.body
There is increasing awareness that school mental health interventions can cause harm, but no guidance about this for researching and working in this area. In this talk, Lucy will set out five research recommendations to help the field better understand this issue. This talk will particularly be relevant for academics, but as always, everyone is welcome to attend and contribute to the discussion.

# data[].attributes.attachment_caption
Foulkes et al (2023) Measuring and reporting potential harm from universal school-based mental health interventions: Research recommendations

# data[].attributes.body
Lucy Foulkes, Jack L. Andrews, Tessa Reardon, and Argyris Stringaris (2023). Measuring and reporting potential harm from universal school-based mental health interventions: Research recommendations for an ethical issue (Preprint)

# data[].attributes.body
In this reflective discussion, Hugh Miller will present some thoughts from personal experience and research around mental health interventions in schools. Hugh has spent 10 years working in both primary and secondary schools, and will share thoughts on the use of counselling and other interventions, the Whole School Approach philosophy, and the siting of mental health support within schools.

# data[].attributes.body
All times are in GMT/BST (UK time)

1pm-2pm, Thursday May 8

1pm-2pm, Thursday June 5

1pm-2pm, Thursday July 3

# data[].attributes.body
Mark Smith, Sebastian Monteux, and Claire Cameron (2021) Trauma: an ideology in search of evidence and its implications for the social in social welfare

# data[].attributes.body
Mark Smith & Sebastian Monteux (2023) Trauma-informed approaches

# data[].attributes.body
Please do not share these slides outside the SIG.

# data[].attributes.headline
Additional resource - Trauma and resilience

# data[].attributes.subject
Additional resource - Trauma and resilience

# data[].attributes.body
The End of Trauma: How the New Science of Resilience Is Changing How We Think About PTSD by George Bonanno

# data[].attributes.attachment_link.readable_text
"The End of Trauma by George Bonanno is one of the most interesting, well-written, and clinically relevant books that I have read in recent years. It turns out that humans are far better at coping with traumatic events than we had thought. The book really soars when he tells the story of individuals who transcended terrible experiences and endured. A truly great book for everyone."-- Robert L.Leahy, Director, American Institute for Cognitive Therapy

"Bonanno is a master storyteller. The End of Trauma turns common sense on its head with impeccable science and a narrative like a suspense novel. If you or your loved ones have ever faced great adversity, this book is for you."

-- Lisa Feldman Barrett, Distinguished Professor of Psychology and author of How Emotions Are Made

"George Bonanno is a rare scientist-researcher who knows how to systematically and deeply explore whatever he's attempting to understand, while also being able to translate it into clear, easy to follow guidance. The End of Trauma was four decades in the making, and it was worth the wait."

-- Patricia Nelson, National Center for PTSD The End of Trauma deftly describes what George Bonanno and others have discovered about how people experience devastating experiences yet emerge psychologically unscathed. With the narrative drive of a gifted novelist, Bonanno tells the dramatic, inspiring stories of survivors of accidents, war, and terrorism who triumphed over trauma, and shows how the pragmatic, flexible application of certain emotion regulation skills can foster resilience." Richard J. McNally, Professor of Psychology and Director of Clinical Training, Harvard University
-- Daniel Gilbert, bestselling author of Stumbling on Happiness Adam Grant, #1 New York Times bestselling author of Think Again

"Everything you know about trauma -- about how human beings deal with the worst things that can possibly happen to them - is probably wrong. One book can fix that, and this is the one. The world's expert on human resilience has written a powerful, important, and fascinating book that explains how ordinary people take arms against a sea of troubles, and by opposing, end them."-- The End of Trauma

"George Bonanno has done groundbreaking research on the psychology of resilience. In this book, he reveals how people can break free from the aftershocks of traumatic events. I can't think of a better time for his insights."-- is guaranteed to change your mind about the sources and prevalence of trauma. Reading this gorgeously-written book will make you appreciate your own mind's flexibility and how to capitalize on it to become a more resilient person."-- Sonja Lyubomirsky, Distinguished Professor of Psychology at the University of California, Riverside and author of The How of Happiness

"George Bonanno has hit a home run. With a blend of page-turning stories, illuminating examples, and cutting-edge science, The End of Trauma , he argues that much of what you think you know about trauma is wrong. Bonanno uses moving accounts of patients, and his extensive knowledge of this field, to make his case, offering an insight-filled new perspective on trauma, treatment, and resilience."-- Joseph LeDoux, author of The Deep History of Ourselves The End of Trauma , George Bonanno charts a brilliant and illuminating path forward in our understanding of trauma and how we find wisdom in resilience. This book will transform our understanding of the hardest times of life."--

"George Bonanno is a leading thinker about trauma and resilience. And in his new book, Dacher Keltner, Professor of Psychology, UC Berkeley Wall Street Journal The End of Trauma by George Bonanno is one of the most interesting, well-written, and clinically relevant books that I have read in recent years. It turns out that humans are far better at coping with traumatic events than we had thought. The book really soars when he tells the story of individuals who transcended terrible experiences and endured. A truly great book for everyone.-- Robert L.Leahy, Director, American Institute for Cognitive Therapy

"An important course-correction to what is now received wisdom about trauma and how to treat it."--

Bonanno is a master storyteller. The End of Trauma turns common sense on its head with impeccable science and a narrative like a suspense novel. If you or your loved ones have ever faced great adversity, this book is for you.

-- Lisa Feldman Barrett, Distinguished Professor of Psychology and author of How Emotions Are Made

George Bonanno is a rare scientist-researcher who knows how to systematically and deeply explore whatever he's attempting to understand, while also being able to translate it into clear, easy to follow guidance. The End of Trauma was four decades in the making, and it was worth the wait.

-- Patricia Nelson, National Center for PTSD Science deftly describes what George Bonanno and others have discovered about how people experience devastating experiences yet emerge psychologically unscathed. With the narrative drive of a gifted novelist, Bonanno tells the dramatic, inspiring stories of survivors of accidents, war, and terrorism who triumphed over trauma, and shows how the pragmatic, flexible application of certain emotion regulation skills can foster resilience.

"A fresh perspective... Bonanno adeptly succeeds in capturing the profound lived experience of trauma and in balancing these accounts with cutting edge findings from psychology and neuroscience."-- David DeSteno, Professor of Psychology, Northeastern University

"An instant classic in the science of PTSD. With keen insight, abundant sensitivity, and persuasive prose, Bonanno helps us understand why resilience isn't so much a trait as it is a process -- one that requires flexibility and wisdom to manage effectively. By providing much of that wisdom, he helps open the door to resilience for everyone who has faced adversity and trauma."
--

"Bonanno proposes a new way to look at trauma in this hopeful examination... he masterfully conveys his extensive research on 9/11 survivors, and on people who suffered severe spinal cord injuries yet who didn't experience long-term traumatic effects... Bold and accessible, this offers much to consider."-- Publishers Weekly The End of Trauma Richard J. McNally, Professor of Psychology and Director of Clinical Training, Harvard University
-- Daniel Gilbert, bestselling author of Stumbling on Happiness

Everything you know about trauma -- about how human beings deal with the worst things that can possibly happen to them - is probably wrong. One book can fix that, and this is the one. The world's expert on human resilience has written a powerful, important, and fascinating book that explains how ordinary people take arms against a sea of troubles, and by opposing, end them.-- Adam Grant, #1 New York Times bestselling author of Think Again

George Bonanno has done groundbreaking research on the psychology of resilience. In this book, he reveals how people can break free from the aftershocks of traumatic events. I can't think of a better time for his insights.-- The End of Trauma is guaranteed to change your mind about the sources and prevalence of trauma. Reading this gorgeously-written book will make you appreciate your own mind's flexibility and how to capitalize on it to become a more resilient person.--

George Bonanno has hit a home run. With a blend of page-turning stories, illuminating examples, and cutting-edge science, Sonja Lyubomirsky, Distinguished Professor of Psychology at the University of California, Riverside and author of The How of Happiness The End of Trauma , he argues that much of what you think you know about trauma is wrong. Bonanno uses moving accounts of patients, and his extensive knowledge of this field, to make his case, offering an insight-filled new perspective on trauma, treatment, and resilience.-- Joseph LeDoux, author of The Deep History of Ourselves The End of Trauma

George Bonanno is a leading thinker about trauma and resilience. And in his new book, , George Bonanno charts a brilliant and illuminating path forward in our understanding of trauma and how we find wisdom in resilience. This book will transform our understanding of the hardest times of life.-- Dacher Keltner, Professor of Psychology, UC Berkeley Library Journal

"Necessary and important...Bonanno's research is brilliantly presented through the personal stories of his interview subjects and comes alive through the lenses of personal experience, as people explain their feelings of stress and worry, hope, and optimism in their own words." --

# data[].attributes.attachment_link.title
The End of Trauma: How the New Science of Resilience Is Changing How We Think About PTSD

# data[].attributes.attachment_link.description
Buy The End of Trauma: How the New Science of Resilience Is Changing How We Think About PTSD by Bonanno, George (ISBN: 9781541674363) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.body
Paul Grossman (2023) Fundamental challenges and likely refutations of the five basic premises of the polyvagal theory

# data[].attributes.headline
Sebastian Monteux – Trauma-informed practice: is there potential for unintended harm?

# data[].attributes.subject
Sebastian Monteux – Trauma-informed practice: is there potential for unintended harm?

# data[].attributes.body
Recording from 1pm, Thursday 23 November 2023

Please do not share this recording outside the SIG.

# data[].attributes.attachment_link.title
2023-11-23 Sebastian Monteux - Trauma-informed practice and harm.mp4.mp4

# data[].attributes.headline
Dr Lucy Foulkes – Measuring harm in school interventions: Recommendations for researchers

# data[].attributes.subject
Dr Lucy Foulkes – Measuring harm in school interventions: Recommendations for researchers

# data[].attributes.body
Recording from 1pm, Thursday 26 October 2023

Please do not share this recording outside the SIG.

# data[].attributes.attachment_link.title
2023-10-26 Lucy Foulkes - Measuring harm in interventions.mp4

# data[].attributes.headline
Dr Maria Papadima - Mental illness and identity in adolescence

# data[].attributes.subject
Dr Maria Papadima - Mental illness and identity in adolescence

# data[].attributes.body
Recording from 1pm, Thursday 28 September 2023

Please do not share this recording outside the SIG.

Dr Maria Papadima trained as a child and adolescent psychotherapist at the British Psychotherapy Foundation (IPCAPA), after completing a PhD on trauma, psychosocial studies and psychoanalysis. She currently works in a senior child psychotherapist post at an NHS high risk adolescent team in Enfield. Maria has a longstanding interest in therapeutic work with adolescents and their families, both short term and long term. In addition to her clinical work, Maria is a visiting lecturer at the Tavistock, an editor at the Journal of Child Psychotherapy, and teaches at the IPCAPA training in Child and Adolescent Psychotherapy.

# data[].attributes.attachment_link.title
2023-09-28 Maria Papadimas - Mental illness and identity.mp4

# data[].attributes.headline
Hugh's book - The CWP and EMHP Handbook: CBT Essentials with Children and Young People

# data[].attributes.subject
Hugh's book - The CWP and EMHP Handbook: CBT Essentials with Children and Young People

# data[].attributes.attachment_link.description
As an Education Mental Health Practitioner (EMHP) or Children's Wellbeing Practitioner (CWP), you have to think on your feet, manage a caseload, deal with emotional distress and try and not get indigestion as you cram down a sandwich on your way to your next session.This down-to-earth survival guide helps trainees and

# data[].attributes.body
Ola will discuss her research with young people on their perceptions of wellbeing provision in the school environment, presenting findings from creative focus groups across diverse settings and backgrounds in England. This talk will focus on the various tensions that children and young people raised in the context of school-based wellbeing provision and explore the implications for understanding of educational policy and provision and how we think about wellbeing in education spaces.

# data[].attributes.body
Ola Demkowicz, Kirsty Pert, Caroline Bond, Emma Ashworth, Alexandra Hennessey and Lucy Bray (2023). “We want it to be a culture”: children and young people’s perceptions of what underpins and undermines education-based wellbeing provision.

# data[].attributes.body
All times are in GMT (UK Time)

1pm - 2pm, Thursday 11 January

1pm - 2pm, Thursday 15 February

1pm - 2pm, Thursday 25 April

10am - 11am, Thursday 9 May

1pm - 2pm, Thursday 23 May

10am - 11am, Thursday 20 June

# data[].attributes.body
Alexandra Hennessey, Ola Demkowicz, Kirsty Pert, Emma Ashworth, Jessica Deighton, Carla Mason, and Lucy Bray (2021). Children and young people’s perceptions of social, emotional, and mental wellbeing provision and processes in primary and secondary education: A qualitative exploration to inform NICE guidance.

# data[].attributes.headline
NICE guidance: Social, emotional and mental wellbeing in primary and secondary education

# data[].attributes.subject
NICE guidance: Social, emotional and mental wellbeing in primary and secondary education

# data[].attributes.attachment_link.readable_text
This guideline covers ways to support social, emotional and mental wellbeing in children and young people in primary and secondary education (key stages 1 to 5), and people 25 years and under with special educational needs or disability in further education colleges. It aims to promote good social, emotional and psychological health to protect children and young people against behavioural and health problems.

Recommendations

This guideline includes recommendations on:

Who is it for?

Education professionals

Health and social care practitioners

Commissioners and providers

Professionals who work in the wider public, private, voluntary and community sectors

Young people and the families and carers of children and young people

Members of the public

Guideline development process
How we develop NICE guidelines
This guideline updates and replaces NICE guidelines PH12 (March 2008) and PH20 (September 2009).

Your responsibility

The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals and practitioners are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or the people using their service. It is not mandatory to apply the recommendations, and the guideline does not override the responsibility to make decisions appropriate to the circumstances of the individual, in consultation with them and their families and carers or guardian.

All problems (adverse events) related to a medicine or medical device used for treatment or in a procedure should be reported to the Medicines and Healthcare products Regulatory Agency using the Yellow Card Scheme.

Local commissioners and providers of healthcare have a responsibility to enable the guideline to be applied when individual professionals and people using services wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with complying with those duties.

Commissioners and providers have a responsibility to promote an environmentally sustainable health and care system and should assess and reduce the environmental impact of implementing NICE recommendations wherever possible.

# data[].attributes.attachment_link.title
Social, emotional and mental wellbeing in primary and secondary education

# data[].attributes.attachment_link.description
This guideline covers ways to support social, emotional and mental wellbeing in children and young people in primary and secondary education (key stages 1 to 5), and people 25 years and under with special educational needs or disability in further education colleges.

# data[].attributes.body
Alexandra Hennessey, Ola Demkowicz, Kirsty Pert, Carla Mason, Lucy Bray, and Emma Ashworth (2022). Using Creative Approaches and Facilitating Remote Online Focus Groups With Children and Young People: Reflections, Recommendations and Practical Guidance.

# data[].attributes.body
Helen Manley, H., En-Nien Tu, Tessa Reardon, and Cathy Creswell (2023). The relationship between teachers’ day-to-day classroom management practices and anxiety in primary school children: A systematic review.

# data[].attributes.headline
Dr Ola Demkowicz - How wellbeing provision sits (and doesn't sit) within the school context: insights from children and young people

# data[].attributes.subject
Dr Ola Demkowicz - How wellbeing provision sits (and doesn't sit) within the school context: insights from children and young people

# data[].attributes.body
Recording from 1pm, Thursday 11 January 2024

Please do not share this recording outside the SIG.

# data[].attributes.attachment_link.title
2024-01-11 Ola Demkowicz - How wellbeing provision sits (and doesn’t) within the school context: Insights from children and young people.mp4

# data[].attributes.body
Dr. Rachel Brown - Challenges evaluating whole-school mental health interventions

The focus of this talk was the current evaluation of the Welsh Government Framework Guidance on Implementing a Whole School Approach to Emotional and Mental Wellbeing. Dr Brown discussed areas of concern, both in planning the evaluation and in the emerging findings, for example: risks of attribution of effects (or null effects) where other activities are occurring in the same field; capturing what activities are being displaced by the new intervention and potential risk of this; burden on schools to deliver this policy along with other new initiatives; and risk from demands on school staff.

Dr Rachel Brown is a Research Fellow in DECIPHer, contributing to the programme of research into mental health, substance misuse in youth settings and complex intervention development. She is leading research on evaluating the Welsh Government guidance on a whole school approach to emotional and mental wellbeing. She is also working on a trial testing smoking cessation approaches in settings for people experiencing homelessness.

# data[].attributes.body
Relevant publications:

Brown, R. et al. (2023) A qualitative exploration of stakeholder perspectives on the implementation of a whole school approach to mental health and emotional well-being in Wales, Health Education Research,  38 (3), Pages 241–253, https://doi.org/10.1093/her/cyad002

Brown, R., Van Godwin, J., Edwards, A., Burdon, M., Moore, G. (2022) Development of a theory of change and evaluability assessment for the whole school approach to mental health and emotional wellbeing. Available at: https://gov.wales/whole-school-approach-mental-and-emotional-wellbeingevaluability-assessment

Brown, R. et al. (2023) Protocol for a theory-based, mixed-methods evaluation of the Welsh Government Framework on Embedding a Whole School Approach to Mental and Emotional Wellbeing. Open Science Framework. OSF | Protocol paper OSF.docx

# data[].attributes.headline
Dr Rachel Brown - Challenges in evaluating whole-school mental health interventions

# data[].attributes.subject
Dr Rachel Brown - Challenges in evaluating whole-school mental health interventions

# data[].attributes.body
Recording from April 25th 2024 meeting

Please do not share the link outside the SIG!

# data[].attributes.attachment_link.title
2024-04-25 Rachel Brown - Challenges in evaluating whole-school mental health interventions.mp4

# data[].attributes.body
Associate Professor Christine Grove, Monash University and

Dr Alexandra Marinucci, RMIT University - Unpacking the nuance of preventive and educational mental health school-based interventions

For the past decade, our team has been working towards understanding children, youth and parents’ mental health literacy needs. We developed a mental health literacy (MHL) model for children aged 8-14 years in Australia, alongside scales to measure MHL in children and adolescents, underpinning subsequent school-based program development. Our research program, rooted in a preventative and educational framework, aims to redefine youth understanding of mental health as a continuum of experiences, moving from youth identifying clinical diagnoses and school-wide interventions like CBT or DBT. Instead, focusing on educational MH strategies. The development of our MHL tools and educational programs are driven by a commitment to early prevention and enhancing understanding among young populations. A critical issue from our research is the potential for inadvertently furthering stigma, even from a preventative, educative approach. This issue underscores the complexities and possible unintended consequences of increasing mental health awareness. Our presentation will delve into the successes and challenges of implementing MHL in educational settings, specifically the issue of increasing potential stigma. We aim to engage with Dr Foulke's research group to exchange insights and feedback, enhancing our strategies and contributing to the broader discourse on youth mental health

Associate Professor Christine Grove is a practising Educational and Developmental Psychologist, academic and Fulbright scholar. She is a Vice-Chancellor Advanced Research Fellow at RMIT University funded with a Fulbright Fellowship, Adjunct Associate Professor, School of Medicine, Nursing and Health Sciences at Monash University, and fellow of the Australian Psychological Society College of Educational and Developmental Psychologists. She collaborates with key stakeholders to address critical challenges in youth psychology, with a focus on prevention and early intervention as well as assessment and management of existing mental health disorders. Her research seeks to improve the primary prevention of mental illness including addiction with the aim to reduce health-related risks. Christine has received 15 awards for excellence in health research, attracted over AUD$6million in research funding and has presented at over 50 national and international conferences. She is dedicated to improving the mental health and wellbeing of people worldwide.

Christine.grove@fulbrightmail.org

Dr Alexandra Marinucci is a research fellow at RMIT University, and psychologist (educational and developmental psychology registrar). Her work focuses on youth mental health with a preventative and promotional lens. Topics of interest include those that involve mental health education, including key stakeholders in research, and mental health promotion. As part of her research, she adapted a school-based mental health literacy program for Australian young people and evaluated this using a mixed-methods approach. Alexandra has worked on a number of projects, including with government agencies and not-for-profit organisations. As a psychologist, Alexandra has worked with children, adolescents and families in schools and clinical settings to support mental health, neurodiversity, education, and improve developmental trajectories.

marinucci.alexandra@gmail.com

# data[].attributes.body
Relevant Publications:

Child and youth mental health literacy theoretical framework: https://doi.org/10.1016/j.childyouth.2019.104667

Development of school focused mental health literacy program: https://doi.org/10.3389/frcha.2022.1018173

Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: https://doi.org/10.1007/s10648-023-09725-5

Youth perspectives of menta health literacy study: https://doi.org/10.3389/feduc.2022.829578

Scoping review of school-based MHL programs: https://doi.org/10.1080/2372966X.2021.2018918

School focused mental health literacy program protocol: https://doi.org/10.1016/j.mhp.2021.200216

# data[].attributes.headline
Associate Prof. Christine Grove and Dr Alexandra Marinucci - Unpacking the nuance of preventive and educational mental health school-based interventions

# data[].attributes.subject
Associate Prof. Christine Grove and Dr Alexandra Marinucci - Unpacking the nuance of preventive and educational mental health school-based interventions

# data[].attributes.body
Recording from May 9 2024

Please do not share the recording outside of the SIG!

# data[].attributes.attachment_link.title
2024-04-09 Christine Grove - Unpacking the nuance of preventive and educational mental health schools based programs.mp4

# data[].attributes.body
Dr. Lauren Harvey - When "harm and "hope" can co-exist: Applying a dialectical approach to understand the impacts of an adapted DBT universal intervention in schools on adolescentsocial and emotional well-being outcomes

There has been increasing research interest as to whether DBT, specifically the group skills training component, is an effective early intervention approach when delivered universally in schools. This presentation will review the findings of the first large-scale examination of a universal DBT-based intervention in schools. Furthermore, this study was the first in the DBT in schools literature to determine the extent to which home practice of DBT skills predicted changes in social and emotional outcomes over time. 1071 participants completed either an adapted eight-session DBT-STEPS-A intervention ('WISE Teens') or class-as-per-usual. It was unexpectedly found that the majority of outcomes on average were significantly poorer in the WISE Teens condition relative to control immediately post-intervention. This pattern in outcomes was generally significantly more marked in males relative to females. The majority of these group differences across outcomes had dissipated at follow-up. However, WISE Teens participants continued to report significantly poorer quality parent-child relationships relative to control. Nevertheless, greater home practice was generally associated with more positive outcomes both immediately post-intervention and at follow-up thus giving such interventions room for hope. Moving forward, further consideration is needed to determine how to increase participant engagement whilst additionally considering adolescents' developmental needs to ensure greater feasibility and efficacy of DBT-based universal interventions in schools.

Dr. Lauren Harvey is a practicing clinical psychologist and Honorary Associate at the University of Sydney. She completed her PhD at the University of Sydney investigating the effectiveness of a DBT-based universal intervention delivered in schools. Since completing her PhD she has continued to work as a clinical psychologist across multiple settings primarily with young people and their families including universities, schools, and currently in a CAMHS service located in the Sydney Metropolitan area. She applies an attachment-informed systemic lens in working with families across her practice. In her position working in CAMHS she has established alongside her colleagues the Northern Sydney Research Working Group within the local health district and is currently implementing the roll-out of a ‘Parent Hope’ research clinic investigating the impacts of a 6-session parent-led intervention focused on parental agency, self-efficacy, and self-regulation in routine practice as a means of improving outcomes in young people with moderate to severe mental health difficulties. From her time working in a CAMHS setting, she is passionate about the concept of earlier intervention for young people’s emotional well-being via supporting parents with their own emotional well-being.

Relevant Work:

1. Dialectical Behaviour Therapy for Emotion Regulation Difficulties: A Systematic Review: https://doi.org/10.1017/bec.2019.9

2. Investigating the efficacy of a Dialectical behaviour therapy-based universal intervention on adolescent social and emotional well-being outcomes: https://doi.org/10.1016/j.brat.2023.104408

Media Links:

3. "This is Not the Way to Help Depressed Teenagers" (NY Times, Nov. 18, 2023):https://www.nytimes.com/2023/11/18/opinion/teenagers-mental-health-treatment.html

4. "These Teens Got Therapy. Then They Got Worse." (The Atlantic, Nov. 6, 2023):https://www.theatlantic.com/ideas/archive/2023/11/teen-mental-health-dbt/675895/

# data[].attributes.headline
Dr. Lauren Harvey - When "harm and "hope" can co-exist: Applying a dialectical approach to understanding the impacts of an adapted DBT universal intervention in schools on adolescent social and emotional well-being outcomes

# data[].attributes.subject
Dr. Lauren Harvey - When "harm and "hope" can co-exist: Applying a dialectical approach to understanding the impacts of an adapted DBT universal intervention in schools on adolescent social and emotional well-being outcomes

# data[].attributes.attachment_link.title
2024-06-20 Lauren Harvey - When harm and hope can coexist .mp4

# data[].attributes.headline
Owen Chevalier - If you aren’t paying for the expert, then you are the expert: The philosophy of TikTok psychiatry

# data[].attributes.subject
Owen Chevalier - If you aren’t paying for the expert, then you are the expert: The philosophy of TikTok psychiatry

# data[].attributes.body
Abstract: Digital media platforms like TikTok and YouTube, and social platforms like Facebook, Instagram, and X (formerly Twitter) are becoming the primary way people access and learn about mental health, psychiatric disorders, and the diagnostic and treatment process for those disorders. What is clear is that experts (clinicians, researchers, and those with formal education) have increasingly less control over disseminating what might be considered scientifically validated information. Instead, new terms, symptoms, therapies, and understandings of mental health have formed organically via these channels. What’s less clear is where we go from here. This is the question I’m working to answer. In this talk, I will discuss how the TikTok medium—short videos fed to users via a personalized algorithm—contributes to meaningful revision of psychiatric terms. The relationship between the user and the algorithm on TikTok creates a kind of pseudo-expertise which educates users and revises terms simultaneously. Further, I will propose that the philosophy of social science offers valuable interpretations for the TikTok psychiatry phenomenon. Many of the issues that TikTok psychiatry raises—volatile theories, looping effects, affordances, social epistemology—have been debated by philosophers of social (human) sciences since their inception.

Owen Chevalier is a doctoral candidate at Western University in London, Canada and a member of the Rotman Institute of Philosophy. He works on problems in the philosophy of psychiatry and media theory with an interest in the relationship between new media and how people research, learn about, treat, and develop mental illnesses. He is currently working with a team studying how perceptions of psychiatric diagnosis are mediated by time spent on social media, and one developing a new framework for incorporating patient voices in psychiatric research. When he has time, he’s also working on a dissertation. He holds an MA in psychology from York University in Toronto.

Twitter: @ChevalierOwen

Relevant Article:

"It starts on TikTok": Looping Effects and The Impact of Social Media on Psychiatric Terms. [10.1353/ppp.2024.a930492]

# data[].attributes.headline
Owen Chevalier - The philosophy of TikTok Psychiatry

# data[].attributes.subject
Owen Chevalier - The philosophy of TikTok Psychiatry

# data[].attributes.body
Please do not share outside of the SIG.

# data[].attributes.attachment_link.title
2024-10-24 Owen Chevalier - The philosophy of TikTok psychiatry.mp4

# data[].attributes.headline
Ian Macdonald - Putting evidence into practice - reflections on mental health CPD in education in UK schools and colleges

# data[].attributes.subject
Ian Macdonald - Putting evidence into practice - reflections on mental health CPD in education in UK schools and colleges

# data[].attributes.body
Abstract: Based on experiences of developing and delivering CPD for teachers in the UK, this session will reflect on key opportunities and pitfalls in incorporating evidence-based practice around pupil mental health in universal settings. It will include implications for researchers, training providers and education staff to help plan safe and effective CPD and interventions within wider whole school and college approaches

Ian Macdonald has worked has a freelance mental health trainer for The Charlie Waller Trust since 2016, providing support to schools, colleges and more recently Mental Health Support Teams and those commissioning them - all focusing on developing whole school or college approaches to mental health. Prior to that he worked for Mentor UK on the national drug and alcohol education and prevention service (ADEPIS) and has held a variety of other roles across children's public health. Ian also works for the Open University in the school of Education, Childhood Youth and Sport, teaching on a variety of modules and researching student wellbeing in online environments

Key links

Whole School and College Approach outcomes assessment tool https://wsca-measurement.co.uk/

Best Practice Review of MHSTs and Whole School Approaches https://arc-kss.nihr.ac.uk/news/a-review-of-mental-health-support-teams-approach-to-support-schools-to-deliver-a-whole-school-approach-to-improve-the-mental-health-of-wellbeing-of-children?highlight=WyJtaHN0Il0=

Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: a qualitative study: https://www.tandfonline.com/doi/full/10.1080/13632752.2022.2110704

Positive Digital Practices resource hub https://positivedigitalpractices.weebly.com/resource-hub.html

Positive Digital Practices: Supporting positive learner identities and student mental wellbeing in technology-enhanced higher education https://jime.open.ac.uk/articles/10.5334/jime.831

# data[].attributes.headline
Dr. Jo Billington - "I liked school, but school didn't like me": the unintended consequences of school-based interventions on autistic children

# data[].attributes.subject
Dr. Jo Billington - "I liked school, but school didn't like me": the unintended consequences of school-based interventions on autistic children

# data[].attributes.body
Abstract: Research indicates that autistic children and young people are much more likely than their non-autistic peers to have difficult school experiences and poor educational outcomes.  Historically, such challenges have been attributed to pathologised interpretations of autistic cognition, communication and behaviour. This has in turn led to an interventionist model of autism support in schools.  Using findings from my own research and the broader literature, I will explore some of the unintended consequences of such approaches on the health and wellbeing of autistic children.  I will also offer a brief summary of some of the latest work from autistic scholars and advocates which provides an alternative framework for thinking about school-based support for autistic children and young people.

Bio: https://www.reading.ac.uk/pcls/staff/jo-billington

The Centre for Autism Wellbeing Hub website: https://research.reading.ac.uk/autism/support-and-training/wellbeing-hub-2/

# data[].attributes.headline
Dr. Jo Billington - "I liked school, but school didn't like me": the unintended consequences of school-based interventions on autistic children

# data[].attributes.subject
Dr. Jo Billington - "I liked school, but school didn't like me": the unintended consequences of school-based interventions on autistic children

# data[].attributes.body
Please do not share outside of the SIG

# data[].attributes.attachment_link.title
2024-11-21_Jo Billington_"I liked school, but school didn't like me": the unintended consequences of school-based interventions on autistic children.mp4

# data[].attributes.headline
Dr Carolina Guzman Holst - Understanding potential harms from school-based mental health interventions

# data[].attributes.subject
Dr Carolina Guzman Holst - Understanding potential harms from school-based mental health interventions

# data[].attributes.body
Abstract: This talk will be based on our newest scoping review (link below), where we set out to investigate the types of potential harms and adverse events reported in school-based mental health interventions; the subgroups of children and adolescents at heightened risk; and the proposed explanations for these potential harms. The talk will then broadly discuss the pros and cons of universal mental health interventions, emphasizing the importance of implementation and careful monitoring of programs in educational settings. Lastly, using findings from my own research, I will explore how evaluating universal interventions using non-traditional methods can give us insights into for whom interventions work and don't work.

Bio: Dr. Carolina Guzman Holst is a NIHR Research Fellow at the University of Oxford. Her research focuses on understanding individual differences in how young people respond to school-based mental health interventions. This includes investigating how and for whom these interventions work (or do not work), identifying those most at risk, and exploring risk and protective factors that may predict these outcomes. She is currently analysing and compiling data from multiple school intervention trials to address these questions using different types of data-driven approaches. Carolina holds a PhD and MSc in Experimental Psychology from Oxford and a BSc in Psychology from Brown University. She is also a Visiting Research Fellow at King’s College London.

# data[].attributes.headline
Dr. Carolina Guzman Holst - Understanding potential harms from school-based mental health interventions

# data[].attributes.subject
Dr. Carolina Guzman Holst - Understanding potential harms from school-based mental health interventions

# data[].attributes.body
Recording from 1pm, Thursday 8 May

Please do not share this recording outside the SIG.

# data[].attributes.attachment_link.title
2025-05-08_Carolina Guzman-Understanding potential harm from school based mental health interventions.mp4

# data[].attributes.attachment_link.title
Scoping review: potential harm from school-based group mental health interventions - PubMed

# data[].attributes.attachment_link.description
To design and implement effective school-based mental health interventions, the issues of potential harm and their related measurement and reporting challenges must be addressed.

# data[].attributes.attachment_link.title
Psychology in the Classroom: First do no harm: Universal Mental Health Interventions in Schools

# data[].attributes.attachment_link.description
Summary In this episode is a NIHR Research Fellow at the University of Oxford, discusses her recent paper titled   Where the authors ’examine three areas: the types of potential harms and adverse events reported in school-based mental health interventions; the subgroups of children and adolescents at heightened risk; and the proposed explanations for these potential harms.’The conversation explores the rising mental health issues among young people in schools, focusing on universal interventions like mindfulness and CBT. Carolina Guzman discusses her scoping review on the potential negative effects of these interventions, emphasising the importance of understanding their impact on vulnerable groups. The discussion highlights the need for careful implementation and monitoring of mental health programs in educational settings, advocating a tailored approach rather than a one-size-fits-all solution. Links: Guzman-Holst C, Streckfuss Davis R, Andrews JL, Foulkes L. Scoping review: potential harm from school-based group mental health interventions. Child Adolesc Ment Health. 2025 Mar 18. doi: 10.1111/camh.12760. Epub ahead of print. PMID: 40101758:  Learn more about the Myriad Trial on a universal mindfulness intervention on the Mindfulness Mini Series: The link to the DfE technical report mentioned is here: Key takeaways: Mental health issues among young people are rising. Universal interventions aim to help all students, regardless of need. Mindfulness and CBT are common school interventions. Negative effects of interventions can occur, especially in vulnerable groups. High quality implementation quality is crucial for intervention success. Long-term benefits of interventions are often not well-studied. Schools should monitor the effects of mental health programs. A hybrid approach may be more effective than universal interventions alone. Teachers should consult evidence before implementing programs. Tailored support is essential for students with specific needs. Timestamps 01:45 Introduction to Mental Health in Schools 04:17 Understanding Universal Interventions 07:25 Exploring Mindfulness and CBT Interventions 09:41 Negative Effects of Universal Interventions 16:01 Identifying Vulnerable Groups 19:45 Long-term Effects and Benefits 25:07 Conclusions of the Scoping Review 27:11 Implications for Schools and Teachers  

# data[].attributes.headline
Dasha Sandra - Inform and Do No Harm: Approaches to Reduce Unintended Harms of Mental Health Awareness

# data[].attributes.subject
Dasha Sandra - Inform and Do No Harm: Approaches to Reduce Unintended Harms of Mental Health Awareness

# data[].attributes.body
Abstract: There is growing evidence that suggests that mental health awareness campaigns can lead to unintended harms, such as false self-diagnosis and symptom worsening in certain conditions. However, there is no clear path forward for improving these efforts without simply reducing them. In this talk, I will summarise the existing evidence on awareness-induced harms across several conditions and present findings from a new study. In it, we observed two key results: (1) we confirmed that ADHD awareness increases false self-diagnosis—but not symptom worsening—for healthy young adults, and (2) we developed a brief intervention that successfully inoculated individuals against these harms.

Bio: Dasha Sandra, MSc, is a PhD student in Clinical Psychology at the University of Toronto, Canada. She studies the role of placebo (positive expectations) and nocebo (negative expectations) effects in personalised medicine and mental health. Currently, she focuses on testing how negative expectations may drive unintended harms in mental health awareness and is developing strategies to mitigate these effects.

# data[].attributes.headline
Dasha Sandra - Inform and Do No Harm: Approaches to Reduce Unintended Harms of Mental Health Awareness

# data[].attributes.subject
Dasha Sandra - Inform and Do No Harm: Approaches to Reduce Unintended Harms of Mental Health Awareness

# data[].attributes.body
Recording from 1pm, Thursday June 5, 2025

Please do not share the link outside the SIG

# data[].attributes.attachment_link.title
2025-06-05_Dasha Sandra-Inform and do no harm.mp4

# data[].attributes.headline
Jenny Sole (Kent Mental Health Support Teams) - The trouble with managing anxiety in schools - the complexities and challenges schools face

# data[].attributes.subject
Jenny Sole (Kent Mental Health Support Teams) - The trouble with managing anxiety in schools - the complexities and challenges schools face

# data[].attributes.body
Abstract: This talk is an account of personal experience consulting with schools and leading Mental Health Support Teams supporting children, young people and their families with mild to moderate mental health difficulties. Considering how focusing only on symptomatology may not best service the individual, and 'skilling' up school staff may be a little more complicated that facilitating workshops in how to manage mental health in schools. I plan to outline some of these complexities and make suggestions for future research and suggestions for how to begin to navigate these complexities.

Bio: Jenny Sole is a Clinical Psychologist who trained at the University of Hertfordshire qualifying in 2013. Since qualifying Jenny has worked in NHS Child and Adolescent Mental Health Services working both in complex needs and in early intervention and prevention. Jenny spent 5 years working offering CAMHS in schools in Islington North London ahead of leading Psychology and Simmons House Adolescent Hospital before relocating to Kent. In Kent Jenny was Education Lead for a Therapeutic Community ahead of returning to the NHS to lead two new Mental Health Support Teams. Most recently Jenny has stepped away from the NHS to set up independent practice consulting to schools and offering therapeutic support - the majority of Jenny's clinical work is with Emotion Based School Absence supporting both families and schools. Whilst in the NHS Jenny say in Educational Psychology Led panel consulting to schools on dilemmas concerning children's attendance to schools. She has completed additional qualifications in delivery of Cognitive Behavioural Based interventions, and Interpersonal Psychotherapy for Adolescent Depression. Jenny has talked at Kent Wide forums training school staff in Understanding Mental Health and Understanding Neurodiversity. Currently working on submitting these ideas to Pastoral Care in Education in an attempt to reach more teaching staff.

Relevant publication:

Brown, R. Sole, J., Ferguson, S., & Nolte, L.., 2016. Creating Ripples: Towards Practice-Based Evidence for Narrative Therapy within NHS Contexts. Clinical Psychology Forum.

# data[].attributes.headline
Jenny Sole (Kent Mental Health Support Teams) - The trouble with managing anxiety in schools - the complexities and challenges schools face

# data[].attributes.subject
Jenny Sole (Kent Mental Health Support Teams) - The trouble with managing anxiety in schools - the complexities and challenges schools face

# data[].attributes.body
Recording from 1pm, Thursday July 3, 2025

Please do not share the link outside the SIG

# data[].attributes.attachment_link.title
2025-07-03_Jenny Sole-The trouble with managing anxiety in schools - the complexities and challenges schools face.mp4

# data[].attributes.headline
Professor Jo Ellins (University of Birmingham) and Professor Nicholas Mays (London School of Hygiene & Tropical Medicine) - Are mental health support teams improving mental health prevention and early intervention? Findings from two national evaluations.

# data[].attributes.subject
Professor Jo Ellins (University of Birmingham) and Professor Nicholas Mays (London School of Hygiene & Tropical Medicine) - Are mental health support teams improving mental health prevention and early intervention? Findings from two national evaluations.

# data[].attributes.body
Abstract: This talk will explore the implementation and impact of mental health support teams, drawing on the findings of two national evaluations, funded by the National Institute for Health and Care Research (NIHR). We will share insights from qualitative research with almost 400 MHST and school staff, young people and parents/carers, and from surveys of 1200 schools and more than 700 MHST staff. We found that MHSTs were widely welcomed, they are improving access to mental health support, and that schools’, young people’s and parents’/carers’ experiences of them are generally positive. There are also concerns though, including the suitability of MHST interventions for some young people; about whether schools have the time and resources to make the most of the support on offer; and about significant remaining gaps in services. The presentation will draw out learning for the roll-out of MHSTs, with 100% coverage of schools in England expected to be achieved by 2030.

Bios

Jo Ellins is Professor of Health Services Research at the University of Birmingham. She has more than 25 years’ experience of applied health services research and evaluation, and has worked in universities, charities and the private sector. Above all, Jo is interested in people’s experiences of ill health and of accessing and using services and support, and what can be learned from this to inform quality and service improvement. A more recent focus of her research has been youth mental health, in particular the role of schools in supporting children’s mental health and wellbeing. Between 2019 and 2022, Jo led an early national evaluation of a programme to implement the proposals set out in the government’s Transforming Children and Young People’s Mental Health Provision green paper. She is now co-leading a follow-on evaluation to assess the programme’s impact and cost-effectiveness.

Nicholas Mays has diverse experience in the field of health policy analysis and evaluation. Before joining the London School of Hygiene & Tropical Medicine, he worked in the National Health Service in England (with spells in public health and in representing consumers' interests), in academic health services research (at the Universities of Leicester and London (St Thomas' Hospital Medical School), and the Queen's University of Belfast), in the independent sector (with a think-tank, the King's Fund, where I was director of health services research) and as a civil servant (as a policy adviser with the New Zealand Treasury). Between its inception in 2010 and 2023, he directed the National Institute for Health Research (NIHR) Policy Research Programme-funded Policy Innovation and Evaluation Research Unit (PIRU) which is a collaboration between LSHTM, the Care Policy and Evaluation Centre (CPEC) at the London School of Economics and Glasgow University (http://www.piru.ac.uk/).

Links:

Evaluating the implementation of the Transforming Children and Young People’s Mental Health Provision Green Paper programme. Findings from surveys of schools and colleges and Mental Health Support Teams (2024) CYP MH GP survey 2024 report - Mundy et al (2025).pdf

Full article: Implementing mental health support teams in schools and colleges: the perspectives of programme implementers and service providers

Early evaluation of the Children and Young People's Mental Health Trailblazer programme: a rapid mixed-methods study | NIHR Journals Library

What happens when we put mental health support teams in schools? https://www.youtube.com/watch?v=4SazpCpBYKo

# data[].attributes.headline
Helen Manley - Managing anxiety in primary schools through day-to-day classroom practice

# data[].attributes.subject
Helen Manley - Managing anxiety in primary schools through day-to-day classroom practice

# data[].attributes.body
Recording from 1pm, Thursday 15 February 2024

Please do not share this recording outside the SIG

# data[].attributes.attachment_link.title
2024-02-15 Helen Manley - Managing anxiety in primary schools through day-to-day classroom practice