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

Product Information

This case study outlines the Shropshire wide schools based programme Think Good, Feel Good which initially started as a pilot programme in 2009. The programme adopts a universal population based approach for children and young people at tier 1, and targeted support for those at tier 2. 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. The current programme is delivered by the project manager with the support of partners and professionals with the relevant expertise of the subject matter.

Some of the worksheets displayed are Think good feel good, To feel good enough, The happiness challenge, Think good feel good beating anxiety a clinicians, Think good feel good a cognitive behaviour therapy, 1 materials and work, Work to use with the happiness trap, Wiley think good feel good a cognitive behavioural. 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) 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. British Medical Association has commended Paul Stallard, a consultant clinical psychologist, for his book for professionals…” (Bath Chronicle, 8 Dec 2003) 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):

Summary

The programme has reached 84% of Shropshire schools and the findings are very positive in relation to knowledge and confidence. The core aim of the Think Good Feel Good programme is to develop a whole school approach on emotional health and well-being through the delivery of an evidence based training programme across all Shropshire schools. There are 130 primary schools, 20 secondary schools, 2 special schools and Tuition Medical Behaviour and Support Service units (TMBSS). To date the programme has been aimed at school age children 5-16 years as well as their families and the whole range of school based staff. All of the training programmes that are delivered are evidence based, either nationally or internationally. Staff reported increased confidence in the early identification of need, understanding of specialist services, how and when to access local specialist services such as CAMHS and child protection.

Our servers are getting hit pretty hard right now. To continue shopping, enter the characters as they are shown 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.

Article contents

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 initial pilot collected data however this was not taken forward due to capacity and the programme needs dedicated analytical and evaluation support Promotion and development of strategies to support mental health, build confidence self- esteem and resilience Two books by psychologists have been praised in the Mental Health Category of the BMA Association’s 2003 book competition…” (The Psychologist, 1 Jan 2004)