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

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Other promising results from the early pilot work show 70% improvement in pupil attendance in participating schools and improvements in other measures relating to individual pupil attitudes, anxiety, and feelings. 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. 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 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.

Includes ideas for third wave CBT, Mindfulness, Compassion Focused Therapy and Acceptance and Commitment TherapyNewly updated edition of the highly successful core text for using cognitive behaviour therapy with children and young people

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) 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. 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) The success of TaMHS is the joint ownership and delivery of TaMHS training and interventions with schools and partners working in collaboration with the local CaMHS service.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. 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.

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.

Of those participating in the overall training programme 100% reported increase in knowledge levels and confidence. 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.

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):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 training 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)