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

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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.

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. 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) 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.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 key strength has been the focus on the mental health and well-being of the children and young people in conjunction with educational priorities. 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 countyOf those participating in the overall training programme 100% reported increase in knowledge levels and confidence. The funding has been used to train staff to deliver interventions in school so that they do not have to refer into other services; ensuring support is delivered at the right time in the right place. The current programme is delivered by the project manager with the support of partners and professionals with the relevant expertise of the subject matter. The programme is delivered through a project manager with a small core team and the success to date is due to the joint ownership and delivery of TaMHS training and interventions in collaboration and consultation with schools and partners. The programme supports, involves and builds on existing work of all local professionals who work in and around schools, including school nurses, the local authority health development team, specialist CaMHS service and those working on a prevention agenda for children and young people including the voluntary sector.

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. To save this article to your Google Drive 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 Google Drive account. 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)The core aim of the Think Good Feel Good programme is to develop a whole school approach on emotional health and well-being through the delivery of an evidence based training programme across all Shropshire schools. There are 130 primary schools, 20 secondary schools, 2 special schools and Tuition Medical Behaviour and Support Service units (TMBSS). To date the programme has been aimed at school age children 5-16 years as well as their families and the whole range of school based staff. All of the training programmes that are delivered are evidence based, either nationally or internationally. Think Good – Feel Good provides the clinician with a range of flexible and highly appealing materials that can be used to structure and facilitate clinical sessions. This is a “must have” resource for clinical psychologists, child and adolescent psychiatrists, community psychiatric nurses, educational psychologists and occupational therapists. Social workers, school nurses, practice counsellors and health visitors would also find this resource to be of great value. About the Author 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 Developed by the author and used extensively in clinical practice, Think Good, Feel Good, Second Edition: A CBT Workbook for Children and Young People starts by introducing readers to the origin, basic theory, and rationale behind CBT and explains how the workbook should be used. Chapters cover elements of CBT including identifying thinking traps; core beliefs; controlling feelings; changing behaviour; and more. The programme has reached 84% of Shropshire schools and the findings are very positive in relation to knowledge and confidence.