Breakthrough Training for Teachers
I offer a morning or afternoon or full day session of Mind Management Skills linked to the mindfulness-based STOP System™ .
The system helps us make good choices and allows us respond to life’s triggers with emotional intelligence rather than react mindlessly. In this way, we are more likely to get our needs met, experience greater wellbeing and live our best lives.
You will learn skills suitable for use in the classroom, enabling you to help students develop mental calmness and the ability to manage their emotions better. There is an accompanying booklet for future reference.
All workshops based on the Fusion® system: http://www.integratedcoachingacademy.com/
and brought to you by Cindy Hancock.
All courses tailor made to suit your requirements - to find out more please use the contact form at the end of this pageor call:
The IPPR (Institute for Public Policy Research) Report published in May 2016 highlighted that secondary schools are facing a "perfect storm" of mental health problems and early intervention should be a government priority.
"Early intervention is essential when it comes to mental health. More than half of all adults with mental health problems were diagnosed in childhood, yet children's mental health services are not up to scratch. Schools should become mental health hubs of the future, diagnosing and meeting the needs of their pupils. We believe that funding from the NHS should be ring-fenced and be used to pay for a trained mental health professional to be placed in every school for at least one day per week." Source - Institute for Public Policy Research: www.ippr.org
Childline 2016/2017 statistics source: nspcc.org.uk:
The Childline website received over 3.2 million web visits and has almost 850,000 total registered users.
1 in 3 Childline counselling sessions related to mental and emotional health and wellbeing issues (including self-harm and suicidal thoughts or feelings). The top 3 concerns young people were counselled about were mental and emotional health; family relationships; and bullying or cyberbullying.
A Research brief published in December 2015 by © The National Foundation for Educational Research found:
"Six in ten respondents (62%) strongly agreed/agreed that they felt equipped to identify pupil behaviour that may be linked to a mental health issue. Only three in ten respondents (32%) strongly agreed/agreed that there was appropriate training for teachers in school to identify mental health problems in pupils. These differences suggest that knowledge on how to identify potential mental health issues may be derived from means other than formal in-school training. Five in ten respondents (54%) strongly agreed/agreed that they knew how to help pupils with mental health issues to access appropriate support." (http:www.gov.uk/government/publications)
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