WELLBEING
A
D
O
RS
W O R K SH O
A SS A
P
M B
Wellbeing & Resilience
Contents Background information 2
Underpinning evidence
4
Introduction
5
Evaluation
7
Workshop planning Workshop delivery checklist Workshop planner Workshop activities Introduction and housekeeping Icebreaker Aims and workbook introduction Partnership agreement
EV
What is wellbeing?
IE W
About the Wellbeing Ambassadors Workshop
8 9
11 12 13 14 16 17
What are our aims?
18
Barriers to support
19
Raising awareness of support
21
Being a mental health role model
22
Responsibilities
23
PR
What is a Wellbeing Ambassador?
Safeguarding
25
How to spot stress
27
Stress bin
29
Stress busting
31
Developing positive coping strategies
32
Action plan
34
1
About the Wellbeing Ambassadors Workshop Wellbeing Ambassadors Workshop is an evidence based, introductory training session that supports the prevention and the development of mental health problems through developing wellbeing by training a group of young people to be Wellbeing Ambassadors.
IE W
The Wellbeing Ambassadors will be trained in several strategies that will help them develop and lead peer support projects that reduce stigma, improve access to support for mental health, develop positive coping and reduce stress, with the aim of improving wellbeing through peer support.
When applying the strategies gained from this workshop in their work, young people build on their ability to effectively support young people’s ability to develop wellbeing and reduce mental health problems.
What the workshop covers
The Wellbeing Ambassadors participating in this workshop will
Gain insight into prevalence of young people’s mental health problems and how developing peer support can help reduce these issues
•
Develop ways to reduce mental health stigma in your school or setting
•
Develop ways that improve awareness and access to the support you have available in your school or setting for mental health and wellbeing
•
Explore boundaries and responsibilities including safeguarding to ensure the Wellbeing Ambassadors are aware of what they can do to effectively support the wellbeing of their peers and maintain their own levels of wellbeing
•
Discover practical ways to effectively manage stress in themselves and others
•
Explore coping strategies and discover ways to cultivate positive coping for peers
PR
EV
•
•
Develop an action plan to help peer in your school or setting develop wellbeing and reduce mental health problems
2
What difference will it make? By the end of the workshop Wellbeing Ambassadors will Be able to develop ways that remove barriers and increase access to support for their peers
•
Feel able to influence a reduction in negative coping strategies being used by young people
•
Be able to apply proven stress management strategies and tools to help themselves and others
•
Feel more able to address the poor mental health negatively affecting young people’s achievement, attainment and success
•
Feel confident to use the tools, techniques and strategies to help the themselves and other young people in their school or setting
•
Develop actions for your school or setting to continue to develop wellbeing and positive mental health for young people
•
Develop creative approaches to supporting strategies, reduce stress and improve wellbeing
•
Gain valuable skills which can enhance their CV and applications
•
Be able to use their experiences gained from being a Wellbeing Ambassador to enhance personal statements and as examples of accomplishments in interview situations
IE W
•
improve
coping
higher education
PR
EV
peers
3
Underpinning evidence This workshop draws upon literature, evidence and applied practice from the fields of positive psychology and coaching psychology, and combines this with best practice guidelines and government recommended frameworks for developing school mental health. The elements of the workshop are based on approaches that have been empirically proven to develop young people’s mental health and wellbeing.
Health Guidance
IE W
The workshop also is aligned with key guidance from both health and education sectors. Key points to note are listed below
Peer support is something young people identify as critical to the development of their mental health. The Department of Health (2015) also recognise that peer support provides an important opportunity to develop wellbeing within young people. The development of relationships along with social support from peers and social and school connectedness have been demonstrated to be vital elements for the mental wellbeing of young people and crucial to developing wellbeing and reducing mental health problems.
Ofsted
EV
Providing opportunities to support pupils to develop mental health, such as the Wellbeing Ambassadors workshop, meets the requirements of the recent changes to the Ofsted Common inspection framework within the areas of personal development.
“ the curriculum and the provider’s wider work support learners to develop their character–including their resilience, confidence and independence - and help them know how to keep physically and mentally healthy “ Draft Ofsted Common Inspection framework 2019
PSHE
PR
The workshop supports the delivery of mental health and wellbeing education as part of PSHE. The workshop specifically addresses the areas or mental health and wellbeing within the PHSE Education programme of study through •
helping support the development of strategies for managing mental health and wellbeing
•
providing strategies for managing stress
•
improving access to support
•
providing information on mental health and wellbeing for young people
•
developing positive peer relationships
4
Introduction In this manual you will find everything you need to deliver the Wellbeing Ambassadors Workshop
Materials and Support Provided
Participants
IE W
As part of the Wellbeing Ambassadors Facilitation kit you will be provided with • 16 Wellbeing Ambassador Workbooks • PowerPoint presentation with embedded video clips • Facilitators Manual • Editable Attendance Certificate • Optional Evaluations • Summary evaluation report • A 60 minute phone or online coaching session with a Worth-it coach experienced in delivering this workshop to young people
EV
This workshop has been planned to be delivered with 8-16 young people by one member of staff. The aim is that the member of staff will support the Wellbeing Ambassadors to implement the actions from this workshop in their school/setting. You may also want to involve another member of staff in the training to support with the ongoing coordination and support of the Wellbeing Ambassadors.
Support from Worth-it
PR
To enable you to feel confident to deliver this workshop Worth-it will provide you with contact information of one of our experienced trainers and coaches. You will be provided their contact details via email, if you don’t receive this information please email us on info@worthit.org.uk and we will put you in touch with them. Our coach will be in touch with you to arrange an online or phone coaching session to discuss any questions and queries, tips and advice to support you to deliver this workshop to young people.
A flexible workshop delivery framework This workshop has been planned to be delivered over one school day. This is approximately five hours of delivery time in total or 6 hours including break times and lunch. It is possible to split the workshop into two or three shorter workshop sessions that could be delivered over a few weeks. This is up to the Facilitator and will also depend on the time available in the school or setting. Please discuss this option with your Worth-it Coach who can support you to plan the delivery of these materials
5
Introduction Facilitation skills We would like you to bring your own skills, knowledge and abilities to the delivery of the workshop, this really brings things to life. Feel free to share anecdotes, tips or strategies that you feel will complement the workshop delivery and enhance the Wellbeing Ambassadors experience.
Timings
IE W
The workshop is not prescriptive and utilises a team coaching approach, all the activities have been designed to facilitate thinking and ideas in the Wellbeing Ambassadors. It is important to draw on a coaching approach, when facilitating this workshop., this is done by remaining open minded, non directive and asking questions throughout the session to maximise the impact of the workshop. This is an important aspect of the workshop, which has been designed to empower the Ambassadors to lead projects that fit the needs of their school/setting and their peers.
EV
We have provided suggested timings for each activity. If you feel you need to spend longer on the activity or it takes less time, then there is flexibility to spend more time on activities that the group are finding beneficial. Assess the group dynamic and work on what they feel will be most beneficial for them and will enable them to be effective Wellbeing Ambassadors.
Most importantly
PR
We hope you enjoy facilitating this workshop and the young people you work with find it beneficial. We welcome your feedback and would love to know how you get on when you deliver your session.
6
Evaluation The Wellbeing Ambassadors Workshop seeks to improve support for mental health and wellbeing in educational settings through peer-led initiative.
IE W
Worth-it will provide an optional evaluation once the workshop has been completed. This evaluation will provide feedback for the school/organisation on the perceptions of the cohort of Wellbeing Ambassadors participating in the workshop. This feedback can be used by the Facilitator and other members of staff in the school/setting to help continue the work of the Wellbeing Ambassadors. In addition the feedback will provide insight into the success of the workshop for the young people taking part, which can be used to evidence project effectiveness for a range of stakeholders.
How to Administer the Evaluation
A user-friendly on-line questionnaire enables simple and flexible administration of the school. Facilitators will be sent a questionnaire web link which will enable to Wellbeing Ambassadors to complete short evaluation questionnaire online after completing the workshop.
Evaluation report
PR
EV
Once the evaluation has been completed Worth-it will provide a summary evaluation report. To comply with GDPR all feedback within the evaluation report will be anonymous..
7
Workshop Delivery Checklist Here is a useful checklist to help you ensure you have everything you need to facilitate this workshop Equipment - projector, screen, sound and flipchart stand Workbooks PowerPoint presentation
Flipchart paper Flipchart pens Biros Blu-tack Post-it notes Paper ‘Barrier bricks’
IE W
All videos embedded, working and sound checked
A ‘ Stress bin’ ( any waste paper bin, ideally clean)
Different size pieces of scrap paper (sizes A3– tiny)
PR
EV
Refreshments (if applicable)
8
Workshop Planner This quick session plan checklist will help you keep track of the workshop delivery. •
Photocopy for each workshop programme you deliver
•
Tick off each topic as you go along
Topic
IE W
Wellbeing Ambassadors Workshop
Completed Time
Notes
Y/N
• • •
minutes
5
Icebreaker
10
Aims & workbook Intro
15
EV
Introduction and housekeeping
Observations Reflection Areas for development
15
What is wellbeing?
10
What is a Wellbeing Ambassador?
15
What are our aims?
15
Barriers to support
35
Raising awareness of support
20
PR
Partnership Agreement
9
Introduction and Housekeeping Slide
Timing
Objectives • • • •
IE W
5 minutes
Introduce the workshop Introduce the concept of Wellbeing Ambassadors Run through any housekeeping Inform of the plan for the day/ sessions
Application
Run through the topics above, allowing time for questions and answers. Discuss plans for breaktimes and lunch.
Icebreaker
EV
Depending on your group of Ambassadors, it may be necessary to complete an icebreaker and we would always recommend doing an icebreaker!
Icebreakers and well-placed energisers can really help get the session off to a great start or inject a bit of oomph during the workshop should energy levels drop. By getting to know each other and the Facilitators and feeling more comfortable in the group, young people can become more engaged in the session and so contribute more effectively. As the Facilitator, the secret of a successful icebreaker/ energiser is to keep it simple, use an activity with specific objectives in mind and make sure that it is appropriate and comfortable for everyone involved.
PR
Here are some examples but feel free to use your own Little Known Fact
Ask the group members to share their name and a little known fact about themselves. Word Association
Select a word and explain to the group that they will take it in turns to think of a word associated with the word you have given them. For example, ask participants what words or phrases come to mind relating to cars and they might then suggest road, speed, race, running, winning etc. You can use this opportunity to introduce the topic for the session such as communication or confidence. Two Truths and a Lie Ask the group to each write down two truths and one lie about themselves. The group has to guess which is the lie.
11
Workbook Timing
Slide
2 minutes
You will need
Objectives • •
IE W
Workbook
Introduce the Workbook Manage expectations about the day
Background information
EV
To develop their wellbeing programme in the school/setting the Ambassadors have been provided with a Workbook, which has all the strategies and activities that are part of the workshop plus extra information, tips and tools for them as Wellbeing Ambassadors. There are pages for them to complete as they go through the workshop, these will form an in-depth resource for them as a Wellbeing Ambassadors. It is up them to take responsibility for their own Workbook and completing the pages to use to refer back to in future.
PR
One copy will also be provided for the member of staff who attends the session.
13
What is Wellbeing? Timing
Slide
10 minutes
You will need
Workbook page
Objectives
•
Gauge current understanding of wellbeing Share a positive definition of mental health and wellbeing Encourage conversations around positive mental health and wellbeing Safely challenge stigma Refocus people to what positive mental health and wellbeing IS rather than looking at mental illness/ problems Underpin the Wellbeing Ambassadors workshop and subsequent projects they will develop with a shared language and understanding
EV
• • • • •
IE W
Flipchart and pens
PR
Application
Group flipchart activity with Workbook • • • • • • • • • •
Split group into smaller groups and give a piece of flip chart paper and a pen to each group. Ask the groups to draw a mind map of what they think wellbeing is Ask the groups to come up with a definition, Were the definitions the same? Highlight any interesting points they have made Challenge anything discriminatory or negative, the focus is on what it IS rather than what it’s not Put flipchart pages up on the wall so that the Ambassadors can read them throughout the day and refer back to them in future workshop Show the statements on the slide Compare their ideas to the slide Ask them to write their definition in their Workbooks
16
What is a Wellbeing Ambassador..? Timing
Slide
30 minutes
You will need
Workbook page
Objectives
Raise self-awareness Develop engagement in the programme Understand key motivations and aims Gel the group through shared motivations Develop shared language and understanding Clarify project aims for specific settings
EV
• • • • • •
IE W
Flipchart and pens Post-it notes
Application– Part 1: What is a Wellbeing Ambassador? Facilitator led group discussion and Workbook In groups, ask the Ambassadors to discuss what they think a Wellbeing Ambassador is Ask the groups to discuss their reasons for wanting to become a Wellbeing Ambassador Ask them to write the ideas and reasons on a post-it Go around the room asking the them to share ideas and reasons and then stick their post-it note on the flipchart page Come up with a shared definition Write the definition in their Workbook
PR
• • • • • •
Development questions • • •
Why is it important to them? How will they be involved in the project? What excites them about this project?
17
Application– Part 2: What are our aims for the Wellbeing Ambassadors project? Facilitator led group discussion and Workbook
•
• • • • • •
In groups, ask the Ambassadors to discuss what their aims are for the project Discuss what it is they will do, will they be mentoring, running campaigns for wellbeing in the school/setting, raising awareness of mental health problems or challenging stigma Clarify what their expectations are and what this means to them Link this to their reasons for wanting to become a Wellbeing Ambassador Ask them to write their aims on a post-it Go around the room asking them to stick their aims and then stick their postit note on the flipchart page Come up with a shared list of aims Write the aims in their Workbooks
Development questions
EV
Why they have chosen to become Wellbeing Ambassadors? Why is it important to them? How will they be involved in the project What excites them about this project? What are their aims? What would they like to achieve through this project? What matters to them the most? What would success look like to them? How do they want things to be different after the project?
PR
• • • • • • • • •
IE W
•
18
Raising Awareness of Support Timing
Slide
20 minutes
You will need
Workbook page
Objectives
Increase awareness of the settings’ young person support mechanisms Empower young people to signpost peers to support Encourage young people to feel supported by the setting when they need help
EV
• • •
IE W
Your settings support information
Application
Facilitator led group discussion with Workbook •
PR
•
Facilitate a discussion about young people’s awareness of the support for mental health in their setting Work through the questions in the Workbook Ask them to capture ideas in their Workbooks as these can be referred back to
•
Development Questions • • • •
Where do young people find out about the support available to them? Who would young people go to for support in your setting? How do they access the support in your setting? How can you build awareness of how to get support in your setting for other young people?
21
Being a Wellbeing Role Model Timing
Slide
20 minutes
You will need
Workbook page
Objectives
Introduce role modelling Develop self-awareness Develop awareness of the personal responsibilities of being a Wellbeing Ambassador
EV
• • •
IE W
Workbook
Application
Facilitator led group discussion, pair work with Workbooks •
PR
•
Split the group into pairs, ask them to work with someone they haven't worked with much so far Ask them to discuss a person they admire, work through the Workbooks page questions Compare this person to themselves. What are the similarities and differences between the person they admire and themselves? What would they like to build on and develop through being a Wellbeing Ambassador? Facilitate a conversation about how recognising the things they are good at, their strengths and positive character traits that will help them in their role as Wellbeing Ambassadors
• • •
Development Questions • • •
What is it about you that will help you be a good wellbeing role model? What do your friends say they like about you? What is it you like about other people? Do you have any of those traits or strengths?
22
Keeping Safe… what to do Timing
Slide
10 minutes
You will need
Workbook Page
• • • •
EV
Objectives
IE W
Additional input from your safeguarding officer, if appropriate
Become aware of what are and are not safeguarding issues Gain understanding of how to keep themselves and others safe Build on awareness of boundaries Check understanding of setting’s safeguarding process and officer
Application
Group activity
Ask the group to stand up and gather in the middle of the room Allocate one side of the room as ‘safeguarding’ and the other side ‘not safeguarding’ Read out one statement at a time asking ‘Is this safeguarding?’ after it Ask the pupils to move to whichever side of the room they think the statement falls into, safeguarding or not Have a conversation about safeguarding
PR
• • • • •
Examples A person is calling me names A person is hitting me every time they see me I have to look after my parent because they get drunk I keep getting into trouble with the same teacher I'm always left home alone Add your own as appropriate
not safeguarding safeguarding safeguarding not safeguarding safeguarding
25
•
Read the safeguarding script at the start of the Workbooks, ask them to read through and ask any questions
Additional Recommendations • •
Check with your school/setting about safeguarding procedures and how they want this covered in the session Ensure you check with the Wellbeing Ambassadors that they know what they should do if they have any safeguarding concerns
What is the purpose of safeguarding? Do you know who the safeguarding officer is? Have you got any questions about safeguarding? Is there anything else you would like to cover at this point?
PR
EV
• • • •
IE W
Development Questions
26
How to Spot Stress Timing
Slide
20 minutes
You will need
Workbook Page
Objective
To build an understanding of signs and symptoms of stress in themselves and others.
EV
•
IE W
Additional input from your safeguarding officer, if appropriate
Background
Use this slide to explain the stress curve. The relationship between stress and performance has been portrayed by the stress response curve adapted from Nixon (1979).
PR
One of the most noticeable effects of stress in one’s life is the changes in performance. The curve shows that as the level of stress increases the performance level also increases to the point of eustress, or ‘healthy tension’. Just before the point of fatigue, an identified area called the ‘peak performance’ indicates the range of stress levels that we can absolutely manage and facilitates good performance levels. As stress begins to be perceived as overwhelming or excessive, the person reaches a fatigue point wherein the performance levels starts to decline and they become ’distressed’, this point between peak performance and fatigue is known as the ‘tipping point’ The ultimate end of overwhelming stress, called burnout, can be exhaustion, ill-health or breakdown and possibly result in disease or development of mental health problems such as anxiety or depression.
27
Positive Effects As shown by the graph, performance levels increase when stress management is effective. Stressors such as pressure and demands can facilitate better stress response and therefore higher levels of performance. An example is the short but adequate deadline given to an employee, which motivates and encourages them to work actively and efficiently on the project assigned to them. Yet another instance is an approaching major examination which leads a college student to double time on studying and reviewing of lessons.
Group activity
• • • • • • •
Highlight that everyone reacts to stress differently, what are the benefits of being able to recognise your own signs and symptoms of stress and those of others? Facilitate a group discussion about how you know if someone is stressed write relevant points on the flip chart of how to spot stress in others. Ask each member of the group to write in their workbooks what their signs and symptoms of stress are. Ask what do you do when you’re stressed? How do you show others that you’re stressed? How do you feel when you’re becoming stressed? So, how can knowing this help you? What are the benefits of knowing this? What can you do to help yourself when you’re becoming stressed? What strategy works for you?
Note
EV
•
IE W
Application
PR
Highlight all of the little signs such as hair twiddling or fidgeting, do they have behaviours that could be misconstrued and result in the wrong type of support being offered? How can they use their understanding to make their physical behaviours more readable?
28
Stress Busting Techniques Timing
Slide
15 minutes
You will need
Workbook Page
Objective
Support young people to develop a range of strategies to help them manage with stress.
EV
•
IE W
Stress bin Different sized pieces of paper Pens
Application
Group discussion •
PR
•
Highlight that everyone deals with things differently, here are some strategies to try. Strategies take time to practice, some will work better than others. Involve members of the group by asking them to read through the ’10 Second Pause’. Once read, repeat the technique whilst the group gives it a go! Ask for a volunteer from the group to read through the W.A.S.P Technique. What their stress busting technique is - some may share, some may wish to just write it in their workbooks. If they struggle, ask them to think of things that make them happy, or things that change their thoughts into positive ones e.g. a memory that makes them smile, a song that makes them feel good. Building on the previous two stress activities, discuss how can knowing this about stress help you help other young people in your school/setting Write down ideas of how to help peers in the box, which can be used for future reference in Wellbeing Ambassador Projects
•
• •
31
Coping Skills and Strategies Timing
Slide
20 minutes
You will need
Workbook page
Objectives
Introduce the concepts of positive coping skills and strategies Develop ability to use positive coping strategies
EV
• •
IE W
Stress management strategies clip
Background
PR
In psychology, ‘coping’ means to invest own conscious effort to solve personal and interpersonal problems in order to try to master, minimise or tolerate stress and conflict. The psychological coping mechanisms are commonly termed coping strategies or coping skills. By learning and developing positive coping skills, young people will build positive mental health and wellbeing and develop important skills for life. Coping strategies can be helpful, unhelpful or harmful. We find the most effective way to support young people is to encourage positive or helpful coping, rather than removing or preventing unhelpful or harmful coping. This will naturally minimise the unhelpful or harmful coping. The coping strategies’ checklist focuses on two types of coping: distraction skills which are a positive way of avoidant coping, and calming skills which are useful for emotional coping. Young people may prefer one type of coping to another, these may vary from your own; therefore, it is important to enable young people to develop self-awareness and understand their ways of coping and when to use them.
32
Application Facilitator led group discussion with video and Workbooks
• • • •
Show the ‘stress management strategies’ clip. The focus of this activity is not to discuss stress but to focus on encouraging positive coping Facilitate a group discussion about ways the Wellbeing Ambassadors cope with challenges and stress. Discuss which ways are helpful and unhelpful Work through the coping strategy checklist Ask them to choose one new coping strategy to try
Development Questions
Which way of coping do you use? Is this helpful? What strategies could you use? How do you use different strategies for different situations? How do you recognise other people’s ways of coping? How can knowing this help you as a Wellbeing Ambassadors? How can this help you help other young people in your school/ setting?
PR
EV
• • • • • • •
IE W
•
33
Action Plan Timing
Slide
30 minutes
You will need
Workbook page
Objectives
•
Personally implement the Wellbeing strategies Develop a plan to improve school/setting wellbeing Reflect on what was covered in the workshop and how these can be applied to help other young people Develop role modelling skills
EV
• • •
IE W
Flipchart paper and pens
Application
Group activity with workbook
Facilitate a coaching conversation about the actions they would like to take forward as Wellbeing Ambassadors Encourage discussion and reflection on the skills and strategies and how these could be used Discuss the strategies they are going to use themselves, how will this help them help other young people? It is better to pick a few to do properly than try and do them all What are their plans for developing wellbeing? Develop an action plan, which they will take forward Consider how you or other members of staff will support the Wellbeing Ambassadors with this plan
PR
• • • • • • • •
Development Questions • •
Who will support them with these actions? What are they going to do next?
34
G N I E B L L E
AM BA SS AD
OR S
W OR KS H
OP
W
www.worthit.org.uk
Wellbeing & Resilience
© Worth-it Positive Education CIC 2018