Inclusion Support
Expertise
Experience
Excellence
Using the Ten Element Map of Mental
Health to Support Whole School Approaches
to Wellbeing
Kate O’Hara : Wellbeing Project Manager, Sandwell Public Heath Department
Helen Tyson : Senior Specialist Educational Psychologist (SEMH), Sandwell Inclusion Support
The Research Psychologist team: Zoe Capper, Rachel Hunt, Sarah Corns and Shauna Benton
This session will cover
 Revisiting the 10 Element Map of Mental Health
 Considering developments and challenges in the field of
children and young peoples’ mental health and wellbeing.
 The Sandwell model: An introduction to Sandwell’s ‘Whole
School Approach’ to wellbeing and it’s links to the ten
element map.
Defining Social, Emotional and
Mental Health
 The World Health Organization (WHO) defines mental health as:
 ‘…a state of well-being in which every individual realises his or her own potential, can cope with
the normal stresses of life, can work productively and fruitfully, and is able to make a
contribution to her or his community’. WHO (2014)
 Social and emotional well-being:
 “…a state of positive mental health and wellness. It involves a sense of optimism, confidence,
happiness, clarity, vitality, self-worth, achievement, having a meaning and purpose,
engagement, having supportive and satisfying relationships with others and understanding
oneself, and responding effectively to one’s own emotions.” pg3.(NCB, 2015)
 Mental Health Problems:
 “…the wide range of mental health, emotional and social challenges, difficulties, conditions and
illnesses that can beset both pupils and staff, including stress and burnout, anxiety, depression,
attachment difficulties and behavioural problems.”pg3. (NCB, 2015)
Why ten elements?
Organic Factors + Stress + Exploitation
Mental Illness = --------------------------------------------------------Coping Skills + Self Esteem + Social SupportAlbee & Finn 1993
Environmental
Quality
+
Self
Esteem
+ Emotional
Processing
+
Self
Management
Skills
+
Social
Participation
Environmental
Deprivation
+ Emotiona + Emotional
l Abuse
Negligence
+
Stress
+
Social
Exclusion
Mental =
Health
Self
Esteem
Emotional
Processing
Environmental
Quality
Social
Participation
Environmental
Deprivation
Social
Exclusion
Stress
Self
Management
Skills
Ten Elements of
Mental Health - it’s
promotion and
demotion.
MacDonald and
O’Hara (1998)
Emotional
Abuse
Micro Individuals & families
Emotional
Negligence
Meso Communities & organisations
Macro - Policy & decision makers
Policy timeline
What are we faced with now?
Challenges




Diminishing resource
Losing the universal/revival of the pathogenic model
Surviving in the world today
CAMH’s trend for THRIVE – graduated response coping is
too late!
 Demonstrating impact, outcomes and effectiveness
Mental Health in Schools – Whole School Approaches
 Alternative Whole school approaches to promoting well-being are starting to emerge/re-emerge
alongside other responses.
 E.g. Public Health England, Anna Freud & and NCB advocate evidence-based whole school
approaches.
Theory Base : Different perspectives on mental health
Pathogenic View
Salutogenic View:
- Within person model (medical)
- Holistic perspective of inter-relating systems (Social)
- Mental Health is the absence of mental
illness
- Acknowledges the role of human, Social and Cultural
factors in Mental Health.
- Mental illness can be defined and cured
- At some time all people will experience health needs
- Focus on categorisation and classification
- Focus on what contributes to successful health
The whole school approach adopts a salutogenic view, which
allows us to focus on what contributes to positive mental health
within schools.
Sandwell’s Whole School Approach to
Well-Being
Funded by Public Health, Sandwell.
Well-being
Charter
Mark
Developed by
Inclusion Support
staff:
Dr Helen Tyson & Dr
Colette Soan: Senior
Specialist Educational
Psychologists.
Research Psychology
Team X 4
Funding for all
schools over 3
years – primary
and secondary.
The whole
school
approach to
Well-Being
Well-being
Curriculum
“Healthy
Mind, Happy
Me”
Well-being
Screening
Tool
Evidence Base:
Ten elements of mental health, it’s promotion and
demotion. MacDonald and O’Hara (1998)
The ten element map describes 5 elements that promote mental health and 5 which
demote it. ….See handout for detail
Promoting factors
Demoting Factors
environmental quality (creating and sustaining
conditions and structures for development)
Environmental deprivation
Self esteem promotion (being valued and feeling
important)
Self esteem demotion/emotional abuse
Emotional processing promotion (respecting and
managing your own emotions )
Emotional negligence (de-valuation, dehumanisation, neglect)
Self management skills promotion (access to
varied, holistic and proactive approaches that
enable a sense of control )
Stress (from multiple sources)
Social participation (opportunities for involvement
and participation)
Social exclusion (at multiple levels)
Evidence Base:
“Promoting
children and
young people’s
emotional health
and wellbeing: A
whole school and
college approach”.
Public Health
England, 2015.
Curriculum,
Teaching &
Learning
Ethos and
Environment
Pupil Voice
Leadership
Targeted
Support
Staff
Development
Working
with
parents
Identifying
needs,
monitoring
impact
8 principles that
have been
identified as
being key
emotional, health
and well being in
schools
Whole school approach: Element one
– The Well Being Charter Mark
• Schools supported through a process of enquiry,
reflection, action planning and review. (Action
Research).
• Data collected by the research psychologists
exploring the 8 key areas.
• Multiple methods: Hard data, questionnaire, focus
groups.
• Questionnaire and focus groups informed by the
10 element map of mental health to all staff.
• Data generated mapped against the 8 key areas.
• Baseline, action planning, review, award.
• 3 yearly follow up
The Charter Mark Process
1: Expression
of interest
from school
Identify Lead
professional
Arrange
initial
meeting
2: Communicate to
staff
Begin to develop
Charter Mark
evidence portfolio
around the 8 key
areas
3: Research
Psychologists
undertake
audit using
multiple
methods
4: Feedback
and joint
action
planning
5: Actions
undertaken based
on action plan.
Opportunity to
access the social,
emotional learning
curriculum and
well being
screening tool
6: Review of
progress on
action plan
Charter Mark
awarding
Decision
7: Continue to
embed social
emotional
learning
programme
and seek
further
support if
required
Links to the 10 Element Map
Data Collection:
 Data collection tools were developed using the 10 element map as our guiding framework
 Data Analysis:
 Data themed using a process of deductive analysis - mapped against the 10 elements and the 8 PH
principles.
Reporting:
 Feedback reports comprised of chapters clearly linked to the PH principles, with some simple
references back to the 10 elements when reporting questionnaire data.
 This process allowed us to clearly organise and theorise our findings within the
systemic/salutogenic perspective of mental health that the frameworks provide.
Charter Mark criteria
 Developing our own criteria for each of the 8 PH principles supported a comprehensive,
consistent and transparent approach during the audit.
 The criteria are deliberately general rather than specific, as we recognise schools will
address things in different ways.
 We have also generated examples of good practice for each area to support action
planning.
 We recognise that each school will be unique and we are keen to identify existing
strengths.
 Process-focussed
Principle 3: Curriculum, Teaching
and Learning
Emotionally literate
curriculum delivery
Specific teaching
e.g. building
resilience
3.Curriculum,
teaching and
learning
A Charter Mark school will demonstrate teaching and learning that promotes
resilience and supports social and emotional learning, cultivating a love of learning
for the whole school community
Criteria (What this looks like)
3a
An evidence-based curriculum that directly promotes SEMH is in place in school
3b
Positive behaviour management is evident within teaching and learning that promotes
feelings of competence and resilience in pupils
3c
Differentiation is in place to support the SEMH of vulnerable pupils
3d
There is evidence of a curriculum that requires the application of qualities and skills such
as: motivation, self-awareness, problem-solving, conflict resolution, collaboration etc.
Evidence Generated
Examples of good practice in this area might include:
• Schools have used Sandwell Residential Education Services (SRES)
• An approach to marking that includes a high ratio of positive feedback about work
• Excellent practice in teaching, differentiation, and personalisation for pupils with Additional Educational Needs
• Evidence of approaches such as SEAL and Behaviour Recovery to support teaching and learning
• General and specific teaching opportunities are in place to enable pupils to develop the qualities and skills required for effective learning
Principle 2: Ethos and
Environment
Ethos and
Environment
An ethos and
environment that
supports positive
behaviour; respect
and values diversity
A Charter Mark school will be underpinned by an ethos and
environment that promotes respect and values diversity.
Criteria (What this looks like)
2a
2b
2c
2d
2e
The SEMH audit has been undertaken and all staff were given the opportunity to
participate
The school have completed at least one action plan activity that relates to
environmental quality (refer to audit)
The school gives messages that people are valued
There is evidence from the audit data that staff and pupils experience a sense of
belonging
There is evidence from the audit data that the school respects the feelings of
pupils, staff, and parents
Examples of good practice in this area may include:
• An explicit approach to bullying (e.g. an up to date policy that everyone is aware of)
• A clear behaviour policy that is underpinned by positive principles and high expectations
• A welcoming entrance hallway and positive interactions with office staff for visitors
• Positive messages about the school ethos are clearly visible
Evidence Generated
Charter Mark Action Points linked to the 10 Element
Map
Promoting factors
Action Plan Points
Environmental quality (physical
environment)
Pupil enterprise to fund playground equipment
Creating virtual tour of school for parents
‘You said, we did’ newsletters
Self esteem promotion (being valued and
feeling important)
M.A.D cards; make a difference for staff
Parent, staff & pupil exercise boot camps
Safe, happy learning logo
Emotional processing promotion (Having
your feelings respected)
Worry boxes installed in every class
School council procedures
Staff well-being groups
Enhanced parent and school links
Self management skills promotion
(support with skill development)
Staff peer-monitoring & solution circles
SEMH training opportunities
Pupil written rules/contract for football
Social participation promotion
Expanding pupil clubs with the support of staff & parents
Well-being drop in sessions for pupils
Inclusive staff events
Charter Mark: Where are We Now?
 Several schools have now been awarded with
their Charter mark, marking their success in
implementing the “Whole School Approach”.
 Many positive actions taken as a result of
participating.
 Measurable impact on key areas is found at
review. (e.g. staff sickness, visible signs, verbal
feedback)
 High levels of engagement with the process.
 Positive feedback from schools, parents and
pupils at review.
 Beginning to deliver in high schools through
another SLA
Whole School Approach, Element 2: ‘Healthy Mind,
Happy Me’ Curriculum
Based on a
review of
the research
literature
Distinctively
Sandwell
“Healthy
Mind,
Happy
Me”
Draws on
recent
developments
in Character
Education
Influenced by
the revised
SEND Code of
Practice
Links to recent
Public Health
research/Nice
Guidance/Ofste
d framework
Explicitly
psychological
 Research indicates that
an evidence-based SEMH
curriculum is important
and It is a requirement of
the Charter Mark.
• Structure: A Spiral curriculum delivered throughout primary school, addressing 6 key
themes using a developmental approach. Available to all Charter Mark schools.
• Themes: All About Me, Friendships, Resilience and Coping, Belonging, Being the Best I
Can Be, My Wider World
• Schools are encouraged to deliver 3
modules per class, each year, although can
be delivered flexibly.
• They are provided with developmentally
appropriate lesson plans for each year
group.
• Characters based on Sandwell children,
and stories have been developed to
support developed to support delivery.
• Starter ideas for assemblies provided.
Curriculum
Theme
All About me
Friendships
Belonging
Resilience and
Coping
Being The
Best Me I Can
Be
My Wider
World
Overview
Helping pupils to
develop a positive
self-identity and
recognise and
celebrate
similarities and
differences
Thinking about
the importance of
friendships and
relationships and
supporting the
development of
interpersonal
skills.
Developing a
sense of
belonging in the
family, school and
community.
Recognising the
importance of
inclusions
Developing the
tools to support
resilience and cope
with change
Identifying
individual
strengths and
working towards
personal goals
Promoting a
sense of
connected ness
to a wider
community and
an awareness of
support
networks.
Links to
Character
Education
• Self discipline
• Confidence
• Empathy
•
•
•
•
•
•
Friendliness
Honesty
Forgiveness
Co-operation
Respect
Empathy
• Caring
• Helpfulness
• Gratitude
• Co-operation
• Courage
• Patience
• Attitude
• Determination
• Responsibility
• Perseverance
• Creativity
• Self-belief
• Gratitude
• Equality
• Responsivity
• Co-operation
Underpinning
psychology
• Personal construct
psychology
• Self-efficacy
• Locus of control
• Positive
psychology
• Humanistic
Psychology
• Attachment
Theory
• Developmental
psychology
• Theory of Mind
• Social
psychology
• Social learning
theory
• Humanistic
psychology
• Attachment
Theory
• Nurture
Theory
• Systemic
theory
• Humanistic
psychology
• Positive
Psychology
• Community
Psychology
• The psychology
of resilience
• Locus of control
• Mindfulness
• Cognitivebehavioural
theories
• Solution
focused
psychology
• Motivation
theories
• Humanistic
Psychology
• Positive
Psychology
• Self-efficacy
• Locus of
control
• Ecological
systems theory
• Attribution
theory
• Community
Psychology
• Humanistic
psychology
Links to the 10 Element Map & Public
Health Research:
•
The curriculum reflects the overarching philosophy of the 10 element map:
i.e. recognition that schools play a key role in supporting well being and in
the development of social and emotional skills.
•
Schools delivering the curriculum are demonstrating a commitment to the
“Teaching and learning” principle of the Charter Mark.
• The curriculum content was developed with the map in mind – Themes and
lessons can be linked to areas of the map.
e.g. paper
chains/word art
about being
connected to
another person,
My community
map
• Creative displays
and activities
throughout
curriculum
• All About Me
e.g. what makes
me special, selfportrait, expert
bingo
• Being the Best I
Can Be
e.g. personal
strengths, positive
affirmations
• Belonging
e.g. Similarities
and differences,
help a friend jar,
interviews
Emotional Processing
• My Wider
World
Self Esteem
Environmental Quality
Curriculum Lesson Links to The Ten Element Map
• Resilience and
Coping
e.g. Mindfulness,
psychological
suitcase, role play
activities,
• All About Me
e.g. spot the
feelings, feelings
charades, traffic
light reactions
Social Participation
Self Management
• Being the Best I can Be
e.g. goal setting, mock
interviews, learning
point cards
• My Wider World
e.g. ball of string, my
community map
• Belonging
e.g. safe space area,
who's special to me
• Friendships
e.g. team building,
friendship time line,
role plays, friendship
bridge
“Healthy Mind, Happy Me”
Where are we now?
 Curriculum Launched
 Freely available to all Charter Mark Schools
 Lessons to be observed to inform developments
 Supplementary lessons to be developed
Whole School Approach Element 3: Well-Being
Survey Tool
 Research indicates that good schools are able to monitor the health and wellbeing of pupils.
 “Identifying needs and monitoring impact” - Area of assessment in the Charter
Mark.
 Literature Review indicated that no single tool could meet our needs.
 The DfE (2012) noted that pupil well-being includes emotional, behavioural,
social, and school factors
 School, Behavioural, Emotional, Social constructs all required.
 Let’s develop our own!
Well-Being Survey Tool
Survey Scale
Constructs being measured
(Linked to definition)
Charter Mark Link
I try my best at
school
School;
achievement
Curriculum, teaching, learning
I like going to
school
School;
satisfaction/
having meaning and purpose
My teachers tell
me when I do
well
Curriculum Link
•
Being the best I can
be
•
The Best Me I Can
Be
Belonging
Ethos and Environment
•
Curriculum, teaching, learning;
School;
supportive relationships
•
Being the best I can
be
•
The Best Me I Can
Be
Belonging
Positive Behaviour
Management
Curriculum, Teaching, Learning;
I like learning new
things at school
School;
vitality /clarity/
having meaning and purpose
Positive behaviour
management; promotes
feelings of competence and
resilience in pupils
•
Well-Being Survey Tool e.g.
• I have fun at
playtimes, I like
going to school
• Emotional
• I am special to
others
• Good things
happen to me
• I can do things
well
• School
• I do well at
school
Emotional Processing
• School
Self Esteem
Environmental Quality
Wellbeing Survey Tool: Links to The Ten Element Map
• Social
• I have people
who I can talk to
at school
• I have people
who I can talk to
at home
• Emotional
• I am happy ,
• I can cheer
myself up
• School
• I like learning new things at
school
• My teachers tell me when I
do well
• I do well at school
• Prosocial
Behaviours
• I can wait my turn
• I can listen to others
• I can share with others
Social Participation
Self Management
Wellbeing Survey Tool: Links to The Ten Element Map
• Social
• My friends are kind to me
• I have people who I can talk
to at home
• I can make new friends
• I have people who I can talk
to at school
• Prosocial Behaviour
• I am kind to others
Well-being Survey tool:
How can it be used?
• Snapshot: to provide a survey snapshot of student mental wellbeing to inform
planning evidence for Ofsted and whole-school/college practice
• Identification: to identify individual students who might benefit from early support to
facilitate swifter access to the right specialist support
• Evaluation: to consider the impact of early support and targeted interventions
Where are we now?
• Confirmed internal consistency a reliability.
• Pilot data indicates that it is a reliable comparison to the SDQ.
• Now available to all Charter Mark Schools, with support to analyse their data and
feedback from us.
Charter Mark Training for the
Profession
Next Charter Mark delivery day for all Local Authorities
Delivered by:

Dr Helen Tyson, Senior Educational Psychologist and
 Dr Colette Soan, Specialist Snr Ed Psych
Friday 13th October 2017