Think Good - Feel Good: A Cognitive Behaviour Therapy Workbook for Children and Young People (Psychology)

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By using this service, you agree that you will only keep content for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services From April 2013 the programme has extended it’s reach to cover 0-19 year olds with a renewed vision for the future based on a sustainable model. Additional elements include a core offer for all schools and the development of a mental health PHSE curriculum resource from KS1 through to KS4 and educational resources on self harm for school staff. Further work on the analysis of data is being done with colleagues from public health and there are future plans for the evaluation of the model and rigorous collection and analysis of data. a book that does exactly what it says on the cover…a wealth of experience in a highly accessible volume…” (European Child & Adolescent Psychiatry, Vol 12(313), 2003) Includes ideas for third wave CBT, Mindfulness, Compassion Focused Therapy and Acceptance and Commitment Therapy Alignment and collaboration with partner agencies and services including the voluntary sector to ensure collaborative approaches to support emotional and mental health support across the county

Strong leadership with support at all levels and regular reports to Health & Wellbeing Board, Safeguarding, Children’s Trust. Schools and partner agencies are invited to attend centrally based multi-agency core training on issues such as self harm, suicide prevention, domestic abuse, loss and bereavement, anxiety, anger management. The training increases the knowledge base of staff enabling them to recognise early signs and symptoms of need, provides practical examples of how to respond to the emotional needs of young people as well as tips and strategies on what to do and say following identification of need. The more in-depth intervention based training provides resources and clearly structured programmes that school based staff can deliver within the school setting to support a wide range of emotional needs. Please list any fees and grants from, employment by, consultancy for, shared ownership in or any close relationship with, at any time over the preceding 36 months, any organisation whose interests may be affected by the publication of the response. Please also list any non-financial associations or interests (personal, professional, political, institutional, religious or other) that a reasonable reader would want to know about in relation to the submitted work. This pertains to all the authors of the piece, their spouses or partners. a flexible resource in a modern format…- (Pediatric Rehabilitation, Vol.5, No.4, 2002)-…British Medical Association has commended Paul Stallard, a consultant clinical psychologist, for his book for professionals…- (Bath Chronicle, 8 Dec 2003) Promotion and development of strategies to support mental health, build confidence self- esteem and resilience

a book that does exactly what it says on the cover…a wealth of experience in a highly accessible volume…- (European Child & Adolescent Psychiatry, Vol 12(313), 2003) a good, clear synthesis of the techniques that are available… (and) some nice, fun ways of presenting them to children…” (Journal of Behavioural & Cognitive Psychotherapy, No.1 and 2, 2005) Two books by psychologists have been praised in the Mental Health Category of the BMA Association’ s 2003 book competition…” (The Psychologist, 1 Jan 2004)

a book that does exactly what it says on the cover… a wealth of experience in a highly accessible volume…” (European Child & Adolescent Psychiatry, Vol 12(313), 2003) It is widely recognised that the commissioning and delivery of high quality mental health and wellbeing services is an investment that will lead to population health gains and financial savings both in the medium and long term. The evidence base for mental health is strong and over the past decade there have been numerous strategies, studies and programmes that can demonstrate the impact of intervening early especially in the crucial childhood and teenage years that will help to prevent the future development of mental health illness. Some examples of potential savings are taken from the Mental Health Promotion and mental illness prevention: The economic case (Knapp et al, 2011):Paul Stallard introduces his resource by covering the basic theory and rationale behind Cognitive Behaviour Therapy and how the workbook should be used. An attractive and lively workbook follows which covers the core elements used in Cognitive Behaviour Therapy programmes but conveys these ideas to children and young people in an understandable way and uses real life examples familiar to them. The practical series of exercises and worksheets introduce concepts that can be applied to each unique set of problems. Think Good – Feel Good is an exciting and pioneering new practical resource in print and on the internet for undertaking Cognitive Behaviour Therapy with children and young people. The materials have been developed by the author and trialled extensively in clinical work with children and young people presenting with a range of psychological problems. A key strength has been the focus on the mental health and well-being of the children and young people in conjunction with educational priorities. Of those participating in the overall training programme 100% reported increase in knowledge levels and confidence. Children living in deprived households are three times more likely to have mental health problems than children living in more affluent household. It is estimated that over 7000 children in Shropshire live in poverty. Children who have significant caring responsibilities for other family members are more likely to develop mental health problems often linked to stress, feeling isolated and overwhelmed. Based on national statistics, it is estimated that 900 children and young people in Shropshire act as young carers.

This table of interventions shows the whole toolkit of knowledge based and targeted intervention training which constitute the TaMHS core offer (Purple and green boxes). This annual programme of training is available and delivered on a multi-agency basis. Additional training for multi-agency teams, professionals and whole staff training for schools is also delivered on a request basis, stress management, lunch time supervisor training. Many but not all schools are signed up to the programme with varying degrees of delivery and the long term goal for the next two years is for all Shropshire Schools to have access to the complete toolkit of targeted and knowledge based interventions and trainingTo save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account.