LO5. Understand how to work with children and young people to support their wellbeing.

LO5 Understand how to work with children and young people to support their wellbeing.

LO5 Understand how to work with children and young people to support their well-being.

Assessment Criteria:

1. Identify the signs of possible mental health concerns in children and young people (5.3).
2. Describe ways support staff can work with children and young people to build self-confidence and self-esteem (5.1).
3. Describe the role of support staff in recognising the signs of mental health concerns in children and young people (5.2).
4. Explain the need to work with children and young people to enable them to develop emotional resilience and mental well-being (5.4).

What does mental health mean? 

NSPCC

What does mental health mean to you?

0

What % of mental illnesses start before 18 years of age?

1. 85%
2. 75%
3. 45%
4. 25%

Youth Wellbeing Prevalence Survey 2020

''... rates of mental health disorder in Northern Ireland are broadly in line with other international studies, but with slightly higher rates for anxiety and mood disorders''.

• Rates of anxiety and depression - 25% higher in the child and youth population in comparison to other UK nations. Similar for adults in NI.
  
• 1 in 8 experience emotional difficulties.
  
• 1 in 10 conduct problems.
  
• 1 in 7 problems with hyperactivity.
  
• 1 in 8 children and young people meet the diagnostic criteria for common mood and anxiety disorders.
  
• 1 in 20 young people aged 11-19 years display symptoms of post-traumatic stress disorder (PTSD) or complex post-traumatic stress disorder (CPTSD).
• Rates higher in more deprived areas.

NSPCC

''We know it's an important issue for children. Over half of all Childline counselling sessions in 2023/24 related to mental or emotional health and wellbeing.''

DENI Children & Young People's Emotional Heatlh and Wellbeing in Education Framework Feb 2021.

''When we consider that 50% of mental health problems are established by the age of 14 the importance of promoting emotional health and wellbeing at the earliest stage is clear.''

https://online.hscni.net/our-work/social-care-and-children/children-and-young-people/youth-wellbeing-prevalence-survey-2020/

https://learning.nspcc.org.uk/child-health-development/child-mental-health

https://www.education-ni.gov.uk/sites/default/files/publications/education/Children%20%26%20Young%20People%20s%20Emotional%20Health%20and%20Wellbeing%20in%20Education%20Framework%20%28final%20version%29.PDF

What factors may impact on CYP's
mental health
and wellbeing in NI?

Identify the signs of possible mental health concerns in children and young people (5.3).

Activity - Small group work 

1. Emotional and behaviour signs.

2. Physical signs.

3. School and social signs.

• Rotate grps
• Feedback

https://www.childrensmentalhealthweek.org.uk/

Some signs you may have identified... 

Emotional and behaviour signs:  tantrums, defiant, aggressive, sad, unhappy, cries a lot, 

afraid or worried, clingy, avoids social situations, starts behaving in ways that they’ve outgrown 

(sucking their thumb or wetting the bed), has trouble paying attention, agitated.

Physical signs: changes in sleep pattern, difficulty getting out of bed, 

under or overeating, lost or gained a lot of weight, physical pains with no 

clear medical cause (headaches, stomach aches, nausea or other physical pains).

School and social signs: underperforming, having problems

fitting in at school or getting along with other children/staff, not want to go to 

school, not doing what their teacher asks, has withdrawn from their friends, 

doesn’t want to go to social events (birthday parties, clubs etc).

Emotional and behaviour sign.

Physical sign.

School/social sign.

Case Study Emma 

Emma, a 14-year-old student in your class, has recently shown signs of low self-esteem and anxiety. 

She often isolates herself from her friends during break and lunch times and struggles to participate in class activities.

She also has become verbally aggressive and challenging when asked to store her mobile phone in the classroom ‘phone box’ during lessons.

5.1, 5.2, 5.3, 5.4.

In pairs:
What signs and symptoms
are causing concern for Emma’s wellbeing?

Supporting Emma

In small groups explore:

1. How can we best support Emma? (5.1 & 5.2).
2. Why is it important to support Emma to develop emotional resilience and mental well-being? (5.4).

•  Class feedback

Homework