‘Onwards and Upwards Parenting workshops’

‘Onwards and Upwards Parenting workshops’

‘Onwards and Upwards Parenting workshops’

Our Helping Families Team provides a comprehensive and supportive service for parents facing complex mental health issues as well as other stresses that my include poor housing, financial instability and chronic ill health. Multiple challenges can impact on their ability to look after themselves and their children and prevents them from parenting in the way they would like to. The team supports parents to reconnect with their children, feel more confident as a parent and to navigate the relationships they have with professional networks supporting their family.

Funded by Maudsley Charity’s Change Maker scheme, their latest programme promotes peer-led parenting workshops facilitated after parents have completed the Helping Families Programme and they have been discharged from the service. The events support parents to feel equipped with the necessary tools and support they need to overcome the challenges they face, without the need of another referral to specialist services.

How do the Helping Families Team support parents?

 We work with parents to identify their strengths and empower them so that they can communicate, manage their emotions, and hold the needs of their children in mind in ways which may feel more helpful, containing, and safe.  We have the privilege of witnessing their progress whilst they work with us. In these very difficult times it can be hard for parents to hold hope and continue to attend to their own needs in addition to the needs of their families.  The team explain how this peer- led programme is bringing together parents to create opportunities for social support and connection, and empower parents to create lasting, positive changes in their lives.

 What is the Change Maker Scheme?

 Change Makers exists to enable staff to complete small projects that could have a big impact on the quality of life for patients.  The scheme is a joint initiative between Maudsley Charity and the South London and Maudsley Trust’s Listening into Action (LiA) team. Maudsley Charity invests £100k into the scheme each year and the Listening into Action team will support staff to make applications, deliver the grants, and work with grant recipients to share the impact funding has had.

 The scheme is open exclusively to staff from the South London and Maudsley. Departments can apply of grants between £200 and £2,000 to get small projects off the ground in wards and services to improve access, outcomes or experience of people with mental illness. 

 How did the ‘Onwards and Upwards’ programme start?

 We consulted with parents that have used our service and responded to parents’ requests that they would really value the opportunity to connect with other parents with similar lived experiences and to also revisit specific parts of  the parenting programme that they had found helpful. With our Change Maker award we were able to hire space and provide food and refreshments for the parents in a beautiful historic local community venue which is easily accessible and offers a quiet, calm space. 

 We have facilitated three Onwards and Upwards events and we are planning to hold another in the Autumn. So far, 14 parents have attended, and the group is growing in strength and numbers.

 Has there been any feedback from the parents?

 The parents who attended expressed how important it was that they felt heard and seen during these events.  They valued the opportunity to share their experience of parenting before, during and after their time working with the Helping Families Team and felt able to speak freely and share their stories and experiences in ways which felt helpful and important for them.  Parents often lack confidence to connect with others but all who attended have created connections with each other outside the events.

 We kept events light and balanced. We had laughter along with tears. These events were designed to be empowering and validating for parents, delivered via a safe, nurturing environment where they could speak freely and share experiences and advice with other parents. Many of the parents that we work with are economically disadvantaged, so they really valued being cared for and feeling valued.

What do you hope for future events?

 In the future, we plan to invite their families along to a family-friendly event to celebrate their progress. We hope that the Onwards and Upwards events remind parents of the importance of continuing to prioritise their own needs alongside those of their families.  We know that parents who feel able to do this create very positive outcomes for their families.

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Parent and child experiences of racism affect whole family’s mental health, according to new study

Parent and child experiences of racism affect whole family’s mental health, according to new study

Parent and child experiences of racism affect whole family’s mental health, according to new study

Parents’ experiences of racism affect their children’s mental health and vice versa, according to a new briefing published today, on World Mental Health Day, by Centre for Mental Health and the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London.

a young girl holding a leaf

A constant battle finds that racism has far-reaching impacts on parents, their children, and the relationships between them. Based on IoPPN research with both parents and teenagers from UK racialised communities, the briefing finds that both past and present experiences of racism can affect mental health across generations of a family.

The study provides more evidence that racism has a profound and negative impact on a person’s mental health. One participant described the daily fight against racism as “a constant battle that knocks you”. Parents referred to the “heavy” sadness of seeing their child experience racism at school, and one participant described “always [being] in that high-stress sensitive state because you’re always being triggered”. Another participant referred to the heightened fear for themselves and their family caused by racist threats on social media following England’s loss at Euro 2020.

A constant battle finds that daily experiences of racism also influence parent-child relationships, with parents attempting to limit their children’s exposure to racism and having to answer their children’s questions about racism.

The briefing calls on the Government to commit to tackling all forms of racism through a cross-government strategy. It also says that the Department for Health and Social Care and NHS England should fully resource work with racialised communities to design more racially equitable mental health support.

There are cascading effects in families following experiences of racism – impacting parenting, parent-child relationships, and family mental health. Parents and teenagers shared their first-hand knowledge and experiences through this research. Teenagers described growing up in British society that is biased against them and their parents, which they hope will change. Meanwhile, parents grappled with the reality that racism impacts their children, after generations of battling for change, and that their children must learn to adapt and cope. Our work documents urgent need for action by policymakers, teachers, mental health practitioners and researchers, who can help alleviate the burden on families facing racism.

Dr Yasmin Ahmadzadeh

Postdoctoral Research Associate at King's IoPPN

Kadra Abdinasir, Associate Director of Policy at Centre for Mental Health, said: “We know that racism harms people’s mental health and can have a lasting impact. This research builds on earlier studies demonstrating the trauma racism causes, while also highlighting the shared and distinct experiences of parents and teenagers in the UK. Like other forms of trauma, racial trauma requires a deep understanding and action from a broad range of practitioners and policymakers to better protect and support those affected.”

The research is the culmination of the TRADE Project (Transmission of experiences of Racism, Anxiety and Depression in families), which has been reviewing existing research and talking with parents and adolescents whose communities have historically experienced racism to better understand how experiences of racism can affect mental health, and how these negative experiences can transmit between generations. The TRADE Project is funded by the Economic and Social Research Council (ESRC) Emerging Minds Network, which is supported by UK Research and Innovation (UKRI).

For more information, contact ioppn-pr@kcl.ac.uk.

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How clinical and research teams are working together to reduce stress in sixth form students

How clinical and research teams are working together to reduce stress in sixth form students

How clinical and research teams are working together to reduce stress in sixth form students
Over the last few years, rates of mental health disorders among young people have been rising. The latest data from the NHS found that in children aged seven to 16 years, rates rose from one in nine in 2017 to one in six in 2022. Adolescents aged 17 to 19 saw an even greater increase in mental health difficulties, rising from one in 10 in 2017 to one in four in 2022 – this means a quarter of young people in this age group were experiencing a probable mental health disorder.

Dr Stephen Lisk

Trial Manager for BESST at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King's College London

Adolescence is a key period for the prevention and treatment of depression and anxiety, as half of lifetime mental health problems start by age 14. We know that accessible and effective interventions are crucial to combatting these conditions, especially in the lives of adolescents where there are many barriers to help seeking, such as long waiting lists, inconvenient locations, competing time commitments, and fear of stigma. Researchers at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London and clinicians at South London and Maudsley NHS Foundation Trust have been working together to develop and test a school-based group workshop programme called DISCOVER to help reduce stress in young people aged 16-18 years.

 

The DISCOVER programme, led by Dr Irene Sclare from South London and Maudsley NHS Trust, uses psychoeducation and cognitive behavioural therapy (CBT) methods to equip sixth form students with tools to better manage their stress. Researchers in four areas of the UK, led by Dr June Brown, Reader in Clinical Psychology at King’s IoPPN, are running a large clinical trial, called the Brief Educational Workshops in Secondary Schools Trial (BESST), to investigate the effectiveness of DISCOVER.

So, what is my role in this project? I am trial manager for BESST, acting as a central coordinator to ensure all the clinical and research elements of this large research project come together as planned. You could therefore say I am a link between all the different teams – so let me explain how this collaboration works!

How did BESST and DISCOVER come together?

Based on an adult workshop model developed by Dr June Brown, Dr Irene Sclare started developing the DISCOVER stress workshops for adolescents. In 2014, they collaborated to run the first pilot study of the workshops in schools in South London. Their teams subsequently ran a slightly larger study in 2019 which showed the DISCOVER workshops were accessible and likely to be effective. However, a larger study was needed to rigorously investigate the effectiveness of the workshops – hence BESST was born.

Understanding the structure of BESST

BESST is a nationwide randomised controlled trial (RCT), funded by the National Institute of Health and Care Research (NIHR), with multiple institutions contributing to the project. There are two sides of BESST – research and clinical. The research side is led by King’s College London, with the IoPPN acting as the trial’s core research institution. However, we also collaborate with other research institutions across England to make this possible, including the Anna Freud Centre in London and Manchester, University of Bath, University of Northampton, and Middlesex University. Our research teams are responsible for all organisation of the trial, recruitment of schools, participants and workshop delivery teams, data collection and management, and data analysis and reporting findings.

On the clinical side of the trial, we continue a long-standing collaboration with the DISCOVER workshop team at South London and Maudsley NHS Foundation Trust, with the DISCOVER team leader, Dr Irene Sclare, as the clinical lead for BESST. The DISCOVER team have provided valuable input into workshop delivery within the trial and have been responsible for ensuring staff are fully trained to deliver the workshop programme. As trial manager, I have been working closely with members of the DISCOVER team to ensure the research and clinical aspects of the trial work together effectively.

What does the trial actually look like?

BESST is a cluster randomised control trial. This means that we recruit a number of students within several ‘clusters’ (in this case, school sixth forms) to participate in the trial. We then randomly allocate half of the sixth forms (and all participating students within them) to receive the DISCOVER programme delivered by a workshop delivery team (intervention arm), and half to receive their usual school care but no workshop (control arm). Our six research workers conduct assessments with all students at the start of the trial, and at three- and six-months after the workshop so we can understand what effect the workshop has on the students.

Working with clinical teams to run DISCOVER in schools

We’ve had a lot of interest and enthusiasm from students and staff to take part in BESST. We recruited 57 sixth forms across Greater London, Southwest England, Midlands, and Northwest England, with a total of 900 students taking part in the trial. With this trial being nationwide, it was far too large in scope for all workshops to be delivered by the core DISCOVER team at the Trust. We therefore recruited 16 Mental Health Support Teams (MHSTs) from 11 NHS Trusts across England to deliver DISCOVER in the sixth forms allocated to receive it. MHSTs are teams of mental health professionals that are already embedded within schools in England, making them ideal to be trained to deliver the workshop programme. The DISCOVER team ran a series of two-day training sessions with all MHSTs to ensure all staff were ready to deliver the workshops, as well as providing ongoing supervision sessions throughout BESST. It was then my role to ensure the schools were ready to receive the workshops being delivered by these MHSTs.

What happens next with BESST?

By the end of 2022, the last workshop had been delivered in the trial; in fact, every single workshop that was due to be delivered was completed according to plan, which is a fantastic achievement for everyone involved in the trial. We have now finished following up with students after the workshops, with the last students followed up in May 2023, and have been busy performing the analyses to understand how effective the workshop was. The results will be ready to publish soon – we hope they will inform our approach to early intervention and lead to wider roll-out to provide highly accessible support for as many young people as possible, giving them the resources they need to combat mental health difficulties during a highly vulnerable period.

Please do check out the BESST twitter account to follow along with our progress.

You can also read more about how DISCOVER was developed in Dr June Brown’s blog.

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A-Level Results Day: Results Day

A-Level Results Day: Results Day

A-Level Results Day: Results Day

Results day is finally here. It’s bound to be an emotional day, whatever the outcome. Many young people will experience a mixture of excitement, anxiety, and countless other emotions. A-Levels are an important milestone in the UK education system, as they tend to determine what happens next for many students. We’re here to help you support the young people in your life.

a young girl holding a leaf

If things have gone well

Your young person may have met or even exceeded their targets – in which case, congratulations! Encourage them to enjoy the moment. It’s tempting for you or them to start worrying about what comes next and getting into planning mode. They may start comparing to others and downplaying their achievements.

Everyone has different goals and versions of success and remind them that theirs is every bit as worthy of celebrating!

Try and plan something exciting to celebrate, such as seeing family or friends, going out for their favourite meal or doing something that is special to them.

If things haven’t gone to plan

On the other hand, it’s possible that things didn’t go to plan. Your young person may be feeling disappointed, upset, or anxious, and may be trying to push these feelings away. Remind them that these emotions are completely natural.

Try talking to them about their feelings. They may not want to discuss immediately but reassure them you’re there if they want to talk, need advice or company.

If they start panicking, support them to take a mental pause. Not everything has to be decided at once. Try deeper, relaxed breathing – a proven way to relax your mind and body, allowing greater clarity of thought in the process.

Most importantly, whilst today is bound to be a significant one, these results don’t define them as person. Support them to remember that they have all sorts of interests, passions, and abilities that make them the person they are – their results won’t change that.

It may be that a new path suits them better than the one originally planned. Encourage them to be open to new opportunities and reassure them you’ll support them through this period.

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A-Level Results Day: The Day Before

A-Level Results Day: The Day Before

A-Level Results Day: The Day Before

Tomorrow is results day, and it’s completely natural for young people to be feeling worried. This day can carry a lot of significance as it often determines the next steps in their education and career paths. However, your young person may be feeling about it, it’s important that they know they’re not alone. Whether they are feeling stressed, anxious, fearful, angry, or confused, these are all completely natural human responses, and a sign that they care about their results.

a young girl holding a leaf

We know that these feelings can also be uncomfortable, so, here are some tips to help you support and reassure the young people in your life ahead of results day.

Worries outside of their control

It may be that they have worries about things going wrong that keep going round and round in their head, causing anxiety to build. Most of these worries are likely to be about things that are outside of their control.

Here are three techniques that can help young people create some distance from these types of worries:

  1. Thought switching.

They can try switching their attention away from worries by shifting their mind to something unrelated. Both of you can try and pick a category like a sports team or a country and think of something from that category for every letter of the alphabet, A through to Z. Or you could both focus on what’s going on around you by counting how many things you can see of a certain colour or shape, or things you can hear around you.

  1. Having a plan for the day

Secondly, try and encourage them to distract themselves from worries by planning to do something enjoyable, such as:

  • Seeing or speaking to friends or family
  • Going on a walk or run
  • Eating something they like
  • Leaning into their hobbies
  1. Relaxation breathing

Thirdly, calmer slower breathing can reduce stress and calm their busy minds too.

While sitting together, both take a deep breath in for approximately 5 seconds, and then breathe out for another 5 seconds, repeating several times. Try to imagine that you’re both breathing in calmness and breathing out the stress.  

Worries inside your control

What about worries connected things that are inside their control?

It’s helpful to direct as much energy as possible towards addressing these worries. This will help young people feel less anxious and more empowered ahead of tomorrow.

Results day is undoubtedly nerve-wracking, but it’s important to recognise that there are always options and opportunities available, even if the immediate outcome isn’t what was expected. Here are a few tips for the night before:

  1. Help them prepare by ensuring all the necessary contact details are ready, such as for their chosen universities, apprenticeships, clearing or otherwise.
  2. Try to get a good night’s sleep! Suggest that they wind down least an hour before bed to switch off their busy mind and aim for a time that allows them to get 8-9 hours of sleep. This could involve reading, listening to calming music, or having a shower or bath.

Reminder: Results day is just a moment in time, and the journey continues regardless of the outcome. Let young people know that it’s okay to feel nervous but try not to let those feelings overshadow the potential for positive outcomes and new opportunities.

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