JUMP TO A SECTION ON THIS PAGE:
Growing Places
Good Relationships Develop Healthy Brains
A Wholly Holistic Relationship
It’s a Goal!
Caring Coaching Questions
Skills and Qualities
Emotional and Social Competences
Education in CAMHS: Distinct and Hugely Therapeutic
Mainstream Schools
Skills and Strength for Life
EQ is the New IQ
Featured Tools and Ideas
Growing Places
As you can probably tell from the title, this theme is about learning and growth! It focuses on how therapeutic relationships can nurture healthy development and gentle movement towards a young person’s own idea of holistic success. This involves the young person learning how to independently manage their symptoms and make the most of available treatment, as well as gaining new essential life skills and developing new, particularly life-enhancing activities, which they can carry into their everyday life.
15 and 16 year olds start to develop a set of values and their own sense of right and wrong. This can result in tensions if the young person seems to discard viewpoints that their parents value highly. It’s also a time of intellectual expansion, with broader interests and greater awareness of (and inquisitiveness about) the world. Having a stay on a CAMHS ward offers a chance to question things previously taken for granted, as they safely discuss and debate issues with peers and staff.
“One of the nicest characteristics of adolescents, especially in their late teens, is their idealism, their tendency to question everything, to try to find a social or political cause they can commit themselves to, and to try to find solutions for what ails the world.”
Fenwick & Smith
, 1998
Fenwick & Smith
, 1998
Older adolescents start to have more engagement with life, work and relationships outside the family, and face the task of learning to cope with the new stresses this inevitably brings. They’re nearly ready (or at least they may feel that way, or not) to become an independent and self-sufficient adult, maybe wanting to leave the family home and find a place of their own.
Parents may have high hopes for their future but find themselves in a much more passive position. They can offer advice, suggest ways of doing things and try to assert sanctions, but more and more it’s the young person who decides whether to agree, follow or obey. Adolescents are faced with having to set themselves on a course to accomplish financial and emotional independence, and anxieties or insecurities about the future often do no favours for their confidence and self-esteem - both of which are particularly diminished by the problems that led to their admission.
Lasting self-esteem doesn’t just magically appear by making young people feel good or happy (wouldn’t that be wonderful?). It builds up when they claim their independence and attempt to show the world around them that they’re unique individuals with unique skills and personal qualities. When they begin to achieve things through their own effort, they blossom in self-confidence. Young people develop this healthy self-concept through managing responsibility. In turn, they learn and grow best when they feel good about themselves. Wards can create situations and activities that exploit the rewards of young people’s strengths; helping them become aware of their strengths and building from there.
“One of my greatest passions is helping children and parents grow into the best versions of themselves they can possibly be.”
Susan Stiffelman
, psychotherapist and family therapist
Susan Stiffelman
, psychotherapist and family therapist
By getting help with working through what’s most troubling them, young patients can get back on track and continue becoming who they want to be, and eventually become an adult who can be satisfied with themselves and their lifestyle. So this theme is about them moving through a ward stay, in order to be able to do whatever seems important, enjoyable and valuable in their life, form fruitful, nourishing, mutually-enriching relationships with others, and cope well under the pressures and difficulties they will unavoidably meet during their journey.
A coaching approach can be really useful in clarifying how the young person will know when they’ve reached their goals, and what they’re already doing to reach them. While on a young people’s ward, they can be supported in working towards solutions, and in uncovering the skills that are needed. Psychosocial nursing can be used to tackle worries, and to work on supportive changes in their relationships and behaviour - changes that are important to them. It's crucial to help every young person discover something they can feel they are good at, and to show pride in their achievements. In providing a truly holistic approach, the whole of a young person’s life is embraced and explored, in order for them to reach their full potential.
Drawing power from what they do well can help the young person rise to the challenge of coping with difficult areas more easily. Of course, this doesn’t mean you should totally ignore areas of growth, just that these shouldn’t be majorly focused on at the expense of their strengths. (Fay & Foster 2014). However, it does mean avoiding situations that emphasise the young person’s weaknesses.
A coaching approach can be really useful in clarifying how the young person will know when they’ve reached their goals, and what they’re already doing to reach them. While on a young people’s ward, they can be supported in working towards solutions, and in uncovering the skills that are needed. Psychosocial nursing can be used to tackle worries, and to work on supportive changes in their relationships and behaviour - changes that are important to them. It's crucial to help every young person discover something they can feel they are good at, and to show pride in their achievements. In providing a truly holistic approach, the whole of a young person’s life is embraced and explored, in order for them to reach their full potential.
Drawing power from what they do well can help the young person rise to the challenge of coping with difficult areas more easily. Of course, this doesn’t mean you should totally ignore areas of growth, just that these shouldn’t be majorly focused on at the expense of their strengths. (Fay & Foster 2014). However, it does mean avoiding situations that emphasise the young person’s weaknesses.
As we highlight throughout CAMHeleon, the human brain works at its best in good relationships; they’re vital for emotional, social, cognitive, behavioural and even biological development. Young people who experience good relationships as they grow up naturally express themselves in interests and activities most congruent to them. Most of all, young people need to be valued as they are, and for who they are. When they receive this precious gift they thrive; they can more comfortably begin to value themselves as well, even while there are more downs than ups.
It’s within young people’s emotional connections that they develop a fuller sense of themselves and a capacity for relating. For example, “Attention paid to emotional and relational difficulties as they arise… has the capacity to increase opportunities for recovery from difficulties and foster optimal development and resilience” (Walker 2011). Interpersonal relationships and self-reflection encourage the ongoing growth of the mind. Dr. Stephan Collishaw (2015), lead author of a study on parents with recurrent depressive episodes, says that multiple protective factors are needed for children to show sustained good mental health: “Enhancing mental health resilience in children...requires focusing on multiple aspects of children’s lives – their own thinking and behaviour, family functioning and support, as well as social relationships.” (source)
As you know, young people’s fluctuating journey is one of exploration, which means they can often test situations and press buttons! They challenge us to remain flexible and to maintain our emotional equilibrium (Siegel & Hartzell 2003). Young people need to collect new experiences, test boundaries and take risks (especially 15 and 16 year olds). Trying stuff out, experimentation and pushing boundaries are integral to their pursuit of independence. That’s part of their job at this stage in their life, and part of the work of CAMHS staff is to help them to understand and navigate safely through their emotions and self-discovery, learn from the past, have hope for the future and feel good about themselves as individuals. Relational security values the young person’s work of discovering and being true to themselves, so they can continue growing up feeling appreciated, self-confident and unrestrained.
As you know, young people’s fluctuating journey is one of exploration, which means they can often test situations and press buttons! They challenge us to remain flexible and to maintain our emotional equilibrium (Siegel & Hartzell 2003). Young people need to collect new experiences, test boundaries and take risks (especially 15 and 16 year olds). Trying stuff out, experimentation and pushing boundaries are integral to their pursuit of independence. That’s part of their job at this stage in their life, and part of the work of CAMHS staff is to help them to understand and navigate safely through their emotions and self-discovery, learn from the past, have hope for the future and feel good about themselves as individuals. Relational security values the young person’s work of discovering and being true to themselves, so they can continue growing up feeling appreciated, self-confident and unrestrained.
Young people learn a lot by observation, so in part, this is about being mindful of what you do and say in the presence of, and to the young person. Being mindful means that what one says and does is intentional and not reactionary. And the more mindfulness is practiced, the more it becomes second nature and instinctive. Being mindful helps ward staff to be proactive rather than reactive. See Caring Relationships for more on mindfulness.
A Wholly Holistic Relationship
Psychosocial nursing can be used to holistically explore areas of difficulty, and to work on positive changes in young people’s relationships and behaviour. Psychosocial interventions include a range of techniques, aspects of which can be applied to inpatient care. Interventions tend to emphasise strengthening and maintaining the young person’s personal, social and emotional development, before providing anything more specific.
Psychosocial assessment:
Roberts, D, 2013
- Involves a willingness to listen to the patient's account of their symptoms and illness in their own terms.
- Addresses physical, psychological, social and spiritual concerns.
- Values diversity.
- Forms the basis for a partnership in planning and delivering nursing care.
Roberts, D, 2013
It’s a Goal!
One of the main concerns for young patients is knowing when they are likely to be discharged (and the steps involved) in order to give them something to aim for. The length of their stay is important to young people in different ways. Some young people are keen that it shouldn’t be too long, so they can reintegrate back into normal life. Others feel that it shouldn’t be too short; to make sure they’re ready to move forwards from the ward. Either way, it’s most ideal if the focus is on the long-term, so young people are able to cultivate meaning, become inner-directed, and increasingly less directed by, and reliant on, external factors.
A checklist for collaborative goal setting:
Adapted from Jonathan & Jacob 1998
In-patient Child Psychiatry: Modern Practice, Research and the Future
- Responsibility of staff doing pre-admission assessment.
- In combination with the staff who will be working with the family during admission.
- Completed before pre-admission case conference.
- Drawn up and agreed with the young person and their family.
- Professional network contributes where there are statutory proceedings.
- Establishes priorities.
- Part of engaging the family.
- Main focus is on young person.
- Parents/carers also commit themselves to grow.
- Common types of goal:
- Understanding a problem
- Changing dysfunctional patterns of interaction
- Learning new skills
- Identifying future needs
Adapted from Jonathan & Jacob 1998
In-patient Child Psychiatry: Modern Practice, Research and the Future
Caring Coaching Questions
As Solis says above, every temporary stumbling block carries within it a precious gift for success. Teaching this to young people on the ward (through reframing for example) is a very powerful thing. Motivating them to keep moving forward when success feels miles off is invaluable. It’s so important that they develop the courage and skills to move beyond stumbling blocks when (especially when) it would be easier to give up. Experiencing success creates internal motivation. Success creates more success. This kind of approach is far less stigmatising and pessimistic than one focusing on problems and deficits.
We believe that one of the best ways to teach young people to handle their emotions, manage their behaviour and develop self-control is a caring coaching approach. Young people can benefit greatly from having adult role models who are able to put things in perspective, and who can focus on fulfilling more significant emotional goals. For example, helping young people to understand that they may experience a range of different feelings, which may not always be mutually exclusive. For instance, someone being angry with you doesn’t always mean they don’t care about you (Dogra et al 2002
). We now live in a world where a multitude of ‘answers’ are at hand, with a click of a button or a swipe of an app. This means today’s young people rarely puzzle over challenges, and so miss out on ‘cognitive-music-building’ and consequential thinking. One of the greatest skills ward staff can help them develop is the capacity to solve problems - to think them through, to get in touch with what they feel, and to consider the best options. A CAMHS ward stay can be an opportunity to learn the value of critical thinking.Asking change-oriented questions can also be enormously powerful and revealing for young people. Questions encourage a young person’s thoughts and exploration. When they’re asked with curiosity and genuine interest, most young people will open up. Questions are a lot more effective than lectures!
The use of a solution-focused coaching or ‘interviewing’ approach can help young people to uncover their skills, work out exactly what it is they want, and find their own solutions in the shortest possible time. Staff can walk alongside them on their unique pathways to change, and respond with questions that convey confidence and trust, showing young people they think it’s possible for them to reach their goals.
Combining this approach with reflective listening, or empathic listening as it’s sometimes called is an invaluable strategy. It helps young people move through their difficult feelings more quickly and easily, towards acceptance or problem solving (Janis-Norton
2012). And those who grow to accept themselves are more likely to develop a stronger sense of self-confidence.
Ultimately, young people need to know they’re inherently worthy of love and happiness, so they’ll be able to soak up all the good that comes their way (Susan Stiffelman
). Building on direct experience is really effective here. Remembering goals they’ve already achieved gets them in touch with their potential, and helps them feel more confident about the future.
Combining this approach with reflective listening, or empathic listening as it’s sometimes called is an invaluable strategy. It helps young people move through their difficult feelings more quickly and easily, towards acceptance or problem solving (Janis-Norton
2012). And those who grow to accept themselves are more likely to develop a stronger sense of self-confidence.Ultimately, young people need to know they’re inherently worthy of love and happiness, so they’ll be able to soak up all the good that comes their way (Susan Stiffelman
). Building on direct experience is really effective here. Remembering goals they’ve already achieved gets them in touch with their potential, and helps them feel more confident about the future.
Here are some solution-focused coaching questions you might like to try out:
Adapted from Ratner & Yusuf 2015
Brief Coaching with Children and Young People: A Solution Focused Approach
- What are your best hopes from coming here?
- How will you know coming here has been useful?
- Suppose you achieved your best hopes overnight, what would you be doing tomorrow?
- What would be the signs that you had moved up one point on the scale? What would you be doing differently then?
- Where on this scale would you be happy to get to? Where would be 'good enough'?
- What would it take for you to do that?
- What does that say about you as a person?
- What does it tell others about your skills and qualities?
- What's been better since we last met?
- What are you pleased to have noticed yourself doing?
- What have been the effects of that progress on others?
- Given how difficult things have been, how have you managed to cope? What have you done that's impressed others?
- How will you know you're back on track?
Adapted from Ratner & Yusuf 2015
Brief Coaching with Children and Young People: A Solution Focused Approach
These sorts of questions help young people to look for wellbeing-inducing resources, rather than deficits; to consider possible and preferred happy futures; to consider what’s already contributing to those futures; and to treat themselves as the experts in all aspects of their lives.
And here are some corresponding skills and qualities that parents usually want their children to develop:
- Cooperation
- Respectful, friendly tone of voice
- Generosity, patience, consideration
- Self-reliance and independence
- Flexibility
- Honesty, courage, self-control
- Paying attention to details, doing their best
- Creativity
- Perseverance
(Janis-Norton
, 2012)Here are a few more we’ve added:
- The consideration of others.
- The appropriate articulation of needs.
- Finding acceptable outlets for frustration.
- The ability to forgive and be forgiven.
First, these have to be modelled by both the staff and the ‘system,’ within a culture of transparency, self-reflection and fairness. Angela Sergeant makes this significant point in the very excellent handbook ‘Working within child and adolescent mental health inpatient services’: “Staff members function as role models. Adolescents are in a much better position to learn appropriate social skills and behaviours when observing or being part of professionally managed communication and interactions. They need to observe others modelling positive behaviours.” And, “Modelling of coping strategies and positive behaviour are likely to have a profound effect on a dysfunctional individual.” (View in full here)
Life skills are developed by young people having the right to make mistakes and to process these and learn from them. The path of recovery isn’t linear. Two steps back and three forward is, in sum, a step forward. Making it a habit to express appreciation helps staff - and therefore young people - shift away from focusing on what’s wrong, towards celebrating what’s great (or at least get a balanced picture). Appreciation is at the heart of almost every quality we think of as moral, which is why we mention this vital capacity throughout the COLOURFUL themes. It’s the ability to value ourselves and others and to be mind-aware.
Interestingly, recent research at Rutgers University reveals that people who felt a setback was within their control were more likely to persevere afterwards. Bounce-back-ability is what we need. Read more here.
Life skills are developed by young people having the right to make mistakes and to process these and learn from them. The path of recovery isn’t linear. Two steps back and three forward is, in sum, a step forward. Making it a habit to express appreciation helps staff - and therefore young people - shift away from focusing on what’s wrong, towards celebrating what’s great (or at least get a balanced picture). Appreciation is at the heart of almost every quality we think of as moral, which is why we mention this vital capacity throughout the COLOURFUL themes. It’s the ability to value ourselves and others and to be mind-aware.
Interestingly, recent research at Rutgers University reveals that people who felt a setback was within their control were more likely to persevere afterwards. Bounce-back-ability is what we need. Read more here.
Some of the skills and abilities that create a sense of inner-calm include being able to:
(Downshire & Grew 2014)
Teenagers Translated: How to Raise Happy Teens
- Have a clear sense of the world.
- Recognise and express inner emotions.
- Cooperate and listen to the opinions of others.
- Weigh up different choices and make balanced decisions.
- Communicate in a clear, straightforward way.
- Delay gratification by waiting, observing and reflecting before reacting.
(Downshire & Grew 2014)
Teenagers Translated: How to Raise Happy Teens
“The process of learning should be exciting, enlivening and, more often than not, anarchic. It should ignite passions that will carry on into adult life. It should make children aware that each and every one of them is in possession of her own unique combination of gifts, talents and competencies.”
Phil Beadle
, Secondary Teacher of the Year 2004
Phil Beadle
, Secondary Teacher of the Year 2004
What follows is an attempt to make the concept of emotional and social competence more concrete; through suggesting some essential competences that may be useful to some people (young people and adults alike) some of the time. This impressive list is adapted from What Works in Developing Children’s Emotional and Social Competence and Wellbeing? by Katherine Weare and Gay Gray (2003). Available in full here.
Source: webarchive.nationalarchives.gov.uk
read more here.
read more here.
What Is Social and Emotional Learning?
From: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
The short-term goals of SEL programs are to (1) promote students' self-awareness, social awareness, relationship, and responsible-decision-making skills and (2) improve student attitudes and beliefs about self, others, and school. These, in turn, provide a foundation for better adjustment and academic performance.
The Five Social and Emotional Learning Core Competencies
CASEL has identified five interrelated sets of cognitive, affective, and behavioral competencies. Educators, parents, and policymakers who recognize that the core SEL competencies are necessary for effective life functioning also know these skills can be taught.
Read more here
“I am... the Re-integration Officer in our Education Base alongside…. the class teacher. Together we can help you continue your studies if you are in education and for those of you who are not we can arrange time with our Futures Advisor to look at what options are available to you. Some of you may need support to get back into school/college which we are very experienced in doing and can help you with this.”
A Re-integration Officer at Thorneywood Adolescent inpatient unit in Nottingham. Read more here
“Learning is an emotional experience, and your ability to learn is affected by your emotional state. Stress is learning’s nemesis.”
Phil Beadle, Secondary Teacher of the Year 2004
A Re-integration Officer at Thorneywood Adolescent inpatient unit in Nottingham. Read more here
“Learning is an emotional experience, and your ability to learn is affected by your emotional state. Stress is learning’s nemesis.”
Phil Beadle
, Secondary Teacher of the Year 2004
For many young people, school stimulates a strong sense of anxiety and stress associated with learning, even without the added anxiety of their mental health condition. But education in a CAMHS setting can be an opportunity to uncover the many positive aspects of education. It can create a sense of normality and a positive focus, and provide individual educational programmes and group work as part of a varied therapeutic programme. It’s best if educational activities are complementary to the treatment philosophy being used to support the young person, while clearly being seen as a distinct part of it. Educational activity plays an extra role on a CAMHS ward, as well as its usual one, because it acts as a therapy in its own right and plays a massive part in recovery. Of course, doing schoolwork depends on how therapeutic this would be for each young person, and it shouldn’t be looked upon as simply a handy way of occupying or distracting them.
Young people should never be made to feel ashamed if they don’t perform as well as their peers, or excessive pride at the expense of or in comparison with others, if they perform better. Actually, it shouldn’t be about performance at all. Achievements and expectations in a CAMHS setting may not be measurable in terms of the conventional standards. Both education and nursing staff can find a good balance between the young person’s right to education, and what they can take on board while feeling unwell.
Mainstream Schools
Missing school for just a few days a year can damage pupils’ chances of gaining good GCSEs, according to a report published by the Department for Education. A 2016 survey found that many school leaders reported increases in the number of students suffering from mental health and wellbeing issues over the past five years. More than half (55 per cent) said there had been a large increase in anxiety or stress, and over 40 per cent reported a big increase in the problem of cyberbullying. Nearly eight out of ten (79 per cent) reported an increase in self harm or suicidal thoughts amongst students. Read more here.
Mainstream schools should have strong links with CAMHS, for those pupils identified as at risk. Reassuringly, Government guidance created by the Department for Education in consultation with the Department for Health has given assurances that mainstream schools will get help in identifying and best resolving mental health problems in pupils. Guidance will increasingly be made available to all schools, with the aim that those who are unwell will receive appropriate help at an appropriate time (read more here).
Teachers need to feel equipped and supported in establishing attachment-like relationships with their students, particularly with challenging and vulnerable children and young people, in order to improve their chances of learning and achieving (read more: attachmentawareschools.com). The following video outlines why it’s important for teachers to know about attachment issues.
“…a core personal and social education programme [would] deliberately set out to develop emotional self-awareness, to help the managing of emotions with more positive feelings about self, school and family, to harness emotions productively, to practise empathy and to improve the handling of relationships, including sharing, co-operation, communicating and helpfulness. Such a course of action could not be undertaken lightly and would have a profound effect on the educational community. It would affect relationships, policies and organisational procedures and would test to the limit the integrity of the school's aims, objectives and values.”
Brighouse & Woods, 1999
How to Improve Your School
Brighouse & Woods, 1999
How to Improve Your School
In 2015, the Education Secretary, Nicky Morgan, announced a package of measures to dramatically improve support for children’s mental health in and out of the classroom. This included new support for schools to broach mental health issues - from eating disorders and self-harm to anxiety and depression, a new vision for counselling in schools, and funding for the voluntary sector to do more. All good stuff...
The think-tank 2020 Health recently argued that every secondary school, or chain of schools, should have a head of wellbeing. There’s a strong case for it. “Education professionals see a clear need to raise wellbeing support for both pupils and staff.” Paul Burstow, former Lib Dem MP for Sutton and Cheam (from here). A head of wellbeing – what a brilliant idea!
The Royal College of Nursing has emphasised the critical importance of school nurses in improving the health of the nation’s children. They said that by working closely with children, as well as their parents and teachers, nurses could have an important role in helping pupils with their mental and emotional health (theguardian.com).
The think-tank 2020 Health recently argued that every secondary school, or chain of schools, should have a head of wellbeing. There’s a strong case for it. “Education professionals see a clear need to raise wellbeing support for both pupils and staff.” Paul Burstow, former Lib Dem MP for Sutton and Cheam (from here). A head of wellbeing – what a brilliant idea!
The Royal College of Nursing has emphasised the critical importance of school nurses in improving the health of the nation’s children. They said that by working closely with children, as well as their parents and teachers, nurses could have an important role in helping pupils with their mental and emotional health (theguardian.com).
A ministerial taskforce is currently looking at how to improve the way CAMHS are organised, commissioned and provided, and how to make it easier for young people to access help and support, including in schools, through voluntary organisations and online. You can read the taskforce’s proposals and the main findings from their consultation here. One of the reports is titled ‘Future in mind: Promoting, protecting and improving our children and young people’s mental health and wellbeing’ which we encourage you to read. Laurence Baldwin, a consultant nurse at Derbyshire Healthcare NHS Foundation Trust, describes the report below and offers some important suggestions and concerns, which we wholeheartedly echo. Baldwin says the report generally refers to getting in early, to stop young people developing emotional difficulties and, ultimately, getting mentally ill. He also points out that ward staff are in an ideal position to help impart skills and prevent further problems:
EQ is the New IQ
Nowadays, emotional intelligence is becoming more important than intellectual intelligence. While they’re on the ward, you can help teach young patients to be good decision makers, manage their own feelings as well as accept and empathise with the feelings of others, and to see difference as a quality rather than a threat. These skills give young people a greater insight, as well as the self-confidence they need to pro-socially solve problems (Severe 2004
).
The phrase ‘emotional literacy’ is used to describe improving emotional intelligence. Sharp
(2001) defines emotional literacy “as the ability to recognise, understand, handle and appropriately express emotions.” ‘Self-efficacy’ also has a part to play in this. Self-efficacy is the belief a person has about reaching their goals, or an expectation that one can take hold of a situation to create an ideal outcome (Boniwell 2015).
However, emotional intelligence can’t be bought or rushed. Young people's innate capacity for emotional intelligence matures over time with the slow emergence of identity, and the gradual building-up of life experiences (Payne & Ross
2009). For this skill to develop, it's important that they gradually arrive at some insight into and acceptance of their own feelings and behaviours, and what they might be needing at any given moment.
Emotional intelligence also partially comes from a young person’s inner world, including their emotions, being acknowledged by someone who is willing and able to listen and provide reflection. Acknowledging informs a young person’s emotional intelligence and encourages language development. It also demonstrates understanding and acceptance.
Read more on acknowledging in the Opportunity and expression theme.
(2001) defines emotional literacy “as the ability to recognise, understand, handle and appropriately express emotions.” ‘Self-efficacy’ also has a part to play in this. Self-efficacy is the belief a person has about reaching their goals, or an expectation that one can take hold of a situation to create an ideal outcome (Boniwell 2015).However, emotional intelligence can’t be bought or rushed. Young people's innate capacity for emotional intelligence matures over time with the slow emergence of identity, and the gradual building-up of life experiences (Payne & Ross
2009). For this skill to develop, it's important that they gradually arrive at some insight into and acceptance of their own feelings and behaviours, and what they might be needing at any given moment.Emotional intelligence also partially comes from a young person’s inner world, including their emotions, being acknowledged by someone who is willing and able to listen and provide reflection. Acknowledging informs a young person’s emotional intelligence and encourages language development. It also demonstrates understanding and acceptance.
Read more on acknowledging in the Opportunity and expression theme.
While an inpatient, there’s a possibility that young people can learn the skill of understanding and recognising their own feelings, while gaining the ability to give them a name. This is where emotional ‘literacy’ comes in: possessing a broad range of emotional words and language. Being a patient is an ideal opportunity for them to enrich their emotional intelligence (EQ) and build their emotional vocabulary, as we said in the Opportunity and Expression theme. Through developing emotional intelligence, young people have a greater ability to regulate and utilise their emotions, to enhance their success in all areas of their lives.
The following questions can help ward staff understand the different characteristics of emotional intelligence and work out the areas that a young person may benefit from:
Source: adapted from Mortimer 2003
Emotional Literacy and Mental Health in the Early Years (Education in the Early Years)
- Can the young person talk about the way they feel?
- Does the young person have a number of words they can use to describe feelings?
- Can the young person recognise when other people are happy/sad/angry/scared?
- Can the young person recall past memories and the way they felt then?
- Does the young person enjoy and feel confident in their play?
- Can the young person show friendliness and care towards others?
- Can the young person control their anger and frustration?
- Can the young person use words and negotiation to solve disputes?
- Can the young person play co-operatively with others?
- If s/he is feeling anxious, is s/he reassured by a familiar adult or friend?
- Can the young person wait just a little before his/her needs are met?
- Can the young person initiate his/her own ideas and contribute in a familiar group?
- Can the young person occupy him/herself when playing as well as playing with others?
- Can the young person demonstrate confidence when trying something new?
- Is the young person beginning to be aware of right and wrong?
- Does the young person feel able to make mistakes and learn from them?
Source: adapted from Mortimer 2003
Emotional Literacy and Mental Health in the Early Years (Education in the Early Years)
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A Random Idea:
Mental health treated the same as keeping one’s body fit.
COLOURFUL Themes Menu
