Wellbeing and safeguarding 23.10.15
- 1. EV681/2 PGCE PrimaryEV681/2 PGCE Primary Safeguarding and WellbeingSafeguarding and Wellbeing Friday 23Friday 23rdrd October, 2015October, 2015
- 2. Teachers Standards . . . establish a safe and stimulating environment for pupils, rooted in mutual respect . . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary . . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
- 3. Every Child Matters (2003):Every Child Matters (2003): five outcomesfive outcomes be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being
- 4. Who is involved?Who is involved? • childcare settings • schools and colleges • health services • social care • youth services • the police and criminal justice system • the voluntary and community sector • cultural, sports and play organisations
- 5. Original focus for inter-professional practicesOriginal focus for inter-professional practices Safeguarding children and young people Supporting health and wellbeing Responding to barriers to achieving Supporting children and young people in transition Providing “things to do and places to go to” Providing information, advice and guidance
- 6. Continued focus for inter-professional workingContinued focus for inter-professional working Safeguarding Vulnerable families Specialist, targeted and early intervention provision Education, health and social care planning Children’s centres, extended schools, hospitals and community settings Change of government, changing policy and changing shape of services:
- 11. Sharing concerns ‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288) ‘…must be alert to any issues of concern in the child’s Life at home or elsewhere’ (EYFS welfare requirements DfE 2014; p16)
- 12. How are you feeling today? I’m feeling happy! How do you know you feel happy? How would someone else know?
- 13. Measuring Happiness (Ofsted 2012) What makes you happy? being safe; being well looked after; being treated with respect and fairness; being able to make own decisions; stability, and “money can make you happy but not genuinely make you happy”
- 14. "Health is a state of complete physical, mental and social well- being and not merely the absence of disease or infirmity.“ http://www.who.int/en/
- 15. What is this thing called wellbeing? An indicator of the child doing well emotionally; feeling comfortable with themself
- 16. “Wellbeing is a social construct and represents a shifting set of meanings – wellbeing is no less than what a group or groups of people collectively agree makes a ‘good life’.” (Ereaut and Whiting, 2008, p1)
- 17. Leuven (2005) signals Enjoyment Relaxed Vitality Openness Self-confidence Being in touch with self
- 18. A scale for wellbeing and involvement 1. Extremely low 2. Low 3. Moderate 4. High 5. Extremely high
- 19. Children’s society – Good childhood report 2015 ‘Relationships are at the heart of children's well being’ (p14) ‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (2014:p4) https://www.childrenssociety.org.uk/sites/default/files/TheGoodChildhoodReport2 015.pdf
- 20. Demographics Key findings Age A gradual decline in overall subjective well-being between the ages of eight and 14 Gender Slight tendency (not always in evidence) for girls to have lower overall subjective well-being than boys, although gender differences are often nonsignificant when taking other factors into account Disability Disability Disabled children have significantly lower than average subjective well-being Ethnicity Little conclusive evidence of variation, although children in some minority ethnic groups may have slightly higher subjective well-being overall and in some domains than white children Contextual factors Accommodation type Children not living with family have significantly and substantially lower than average subjective well-being Events Being bullied Children with recent experiences of being bullied have significantly and substantially lower than average subjective well-being. The effect of this factor is greater than the effect of all demographic factors combined
- 21. • Children’s Society http://www.childrenssociety.org.uk/ • Anti-Bullying Week is November 16th -20th 2015 • Anti-Bullying Alliance http://www.anti-bullyingalliance.org.uk • Bullying UK http://www.bullying.co.uk/ • NSPCC http://www.nspcc.org.uk/ • Childline http://www.childline.org.uk • Kidscape https://www.kidscape.org.uk/ • The Diana Award http://www.antibullyingpro.com/
- 22. In the UK it is estimated that ten per cent of under-18s have a mental health problem that is severe enough to interfere with their day-to-day life, and half of these will have a clinical diagnosis of a mental health disorder (http://www.boingboing.org.uk/) Place2Be: http://www.place2be.org.uk/ Young Minds: http://www.youngminds.org.uk/ Boing Boing: http://www.boingboing.org.uk/ CAMHS: http://www.nhs.uk/nhsengland/aboutnhsservices/mental-health- services-explained/pages/about-childrens-mental-health- services.aspx
- 23. What does this all mean in the classroom? Validating children’s emotions; being a role model Encourage all children to communicate and discuss how they feel Use stories, drama, role play and puppets to develop understanding and empathy Prioritise opportunities to promote secure attachments/relationships Take into account cultural perspectives on emotions Refer to supportive materials, e.g. SEAL/SEAD Listen and look
- 24. Kutnick, P. - Two pedagogic worlds: trusttrust Emotional Vocabulary Emotional Vocabulary Problem solving Problem solving 1.Supporting peer-peer relations Working with others http://www.workingwithothers.org
- 25. School mechanisms Policies: anti-bullying, safeguarding….. Routines – playtime, lunchtimes …… Culture and ethos of school and class
- 26. Good Teacher-Pupil Relationships Teachers should maintain ‘good relationships with pupils’ (Standard 7 behaviour -DfE, 2011 p.7)
- 27. The teacher is of vital importance because the teacher will have an impact, through their emotional responses, on the child’s regulatory abilities. McLaughlin, 2008. Good Teacher-Pupil Relationships ‘The most frequently encountered non-family, positive role models in the lives of resilient children were favourite teachers who took a personal interest in them…’ Howard et al. (1999, p. 313)
- 28. Bruce Johnson (2008) Teacher–student relationships which promote resilience Being available Showing an interest Listening Teaching the basics Being positive Intervening Being human-connecting
- 29. The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born. (Unicef, Report card 7, 2007)
Editor's Notes
- children in care
- Feeling at home; comfortable with oneself; like a fish in water Sense of wellbeing - what are the signs? Def. from NIHCE 2012 Emot. wellbeing = being happy, confident; not anxious or depressed Psychological wellbeing = ability to be autonomous, problem solve, manage emotions, experience empathy, resilience attentive Social wellbeing = has good relationships with others, does not have behav. probs. – disruptive, bully, violent Important in own right but basis for a healthy life.
- Agreed definition needed and if you wish to use a measure for enquiry need to be clear which definitions and indicators you are using.
- Watch two clips and look for signs – THEN look at what Laevers says (editor, 2005) Handout pretend play the dancing class
- See handout
- The Good Childhood Report 2015, published by the Children’s Society, provides the latest picture of children’s subjective well-being, including the impact of bullying Anti-Bullying Week is organised by the Anti-Bullying Alliance (Taken from the government website) By law, all state (not private) schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy is decided by the school. (https://www.gov.uk/bullying-at-school/the-law) All other websites have plenty of resources and advice for professionals
- Place2Be provides emotional and therapeutic services in primary and secondary schools, building children's resilience through talking, creative work and play. Place2Be works with 257 primary and secondary schools, reaching a school population of 105,000 children, helping them to cope with wide-ranging and often complex social issues including bullying, bereavement, domestic violence, family breakdown, neglect and trauma. Locally, there are 4 Place2Be schools in the Hastings area (3 primaries, 1 secondary) YoungMinds is the UK’s leading charity committed to improving the emotional wellbeing and mental health of children and young people. Website informative on mental health issues, as well as info on Academic Resilience Boing Boing – Angie Hart (Uni of Bton) – looks at resilience specfically. They say ‘We were curious to know why some children facing similar difficulties and ongoing social disadvantage did better than others’. The website gives info on resilience as well as resource info Child and Adolescent Mental Health Services (CAMHS) provide specialist NHS mental health Services. It is a multidisciplinary service, that is it includes a range of child mental health professionals such as child psychiatrists, child psychotherapists, family therapists, children’s psychiatric nurses) and therapists such as art therapists. Referral normally through a GP.
- Gender issues here and nature: nurture tension Stereotyping boys with in ability or reluctance in expressing emotions accentuated in generally slower language development
- How do we gauge this professional distance? The difference between being a friend and a professional.
- The implications for pedagogy and child teacher relationships are profound, since engagement in learning, students’ achievements and supportive relationships with teachers are centre stage in developing emotional well-being. Developing an ethic of care would be a priority. Teachers as the ‘caring other’ equate to ‘the pedagogy of relationships’.
- Australian longitudinal study begun in 1997 and completed in 2005 bound up with the continuous acts of meaning making that teachers and students engage in throughout the school day. Being available/showing an interest -‘She is a really special person to me because even though I’m not in her class she invites me over sometimes to do plays.’‘As soon as I walk in the door and she says, ‘Hello’ it just makes me happy.’ Listen They’re really nice people and they listen to most people when they’ve got problems and they help them out’ Contrast teachers who don’t listen ‘My maths teacher, I hate her. She doesn’t listen to you. She just doesn’t listen to you’ Being positive My teacher is important because he’s the one that urges me on to do stuff. He says ‘come on Christopher, you can do it, just think positive’, and if it wasn’t for him I couldn’t have done all of this that I have. Teach the basics They help me with my work and they help me with my reading and with my maths. I want to get ahead. I want to get my reading up, my maths and my spelling, and my handwriting up. I’ve wanted to do that since I was in Year 4 Evidence that self esteem is the result of success in school. (Dryden et al., 1998,) Intervene Children have quite firm beliefs about the relative power of teachers to ‘do something’ if a student’s wellbeing was threatened A: Miss A., she’s really nice. She helps me with everything, she helps me with anything if I’m stuck with anything. Like, she helped me through camp When teachers didn’t intervene for example with bullying or harassment they were criticised by their students