Supporting mental health and changing patterns.
Contact us for a no obligation discussion about your needs and requirements and how we can help.
Are you tired of having the same old ineffective conversations with
Are you worried about how to support the mental health of your students?
Is exam anxiety an increasing concern for your school?
Do you know how to support a student in distress?
Mental health awareness training is great but often doesn’t go far enough. You have the awareness but now what do you do?
The ReBalance Programme provides mental health training and so much more. It gives you practical tools and techniques to use with your students after (and as well as) the mental health training. You can change the negative patterns of thoughts and behaviours of your students. These negative thoughts and behaviours often underpin mental health issues. The ReBalance Programme can be used for five minutes with a single student, or you can easily implement therapeutic programmes to support groups of students. It addresses a wide range of issues including:
The ReBalance Programme isn’t an ideological, impractical or difficult to use intervention.
It is a simple, practical, effective programme the can be used by teaching and
support staff. AND it works.
Training to use the ReBalance Programme is available on-site or online, to fit in with your busy schedule. Teachers, SEN Specialists, Pastoral and other support staff can all learn how to use ReBalance effectively.
- Specialist Unit
The ReBalance Programme has been written by an experienced ex-SENCo, and qualified CBT Therapist,
who understands the difficulties of supporting mental health in schools. She saw the need for
simple but effective mental health tools that are suitable to be used by school staff. ReBalance is
written to be adaptable and flexible to work in your environment and help you make a real
difference to your students.
Also, the ReBalance Programme uses Cognitive Behavioural Therapy (CBT) which is one of the most widely used and successful therapeutic interventions. CBT is recommended by the NHS and DfE for use in schools.
The ReBalance Programme has been designed to equip you with the knowledge and tools to support the mental well-being of your students. By being able to do this, you will teach students life-long techniques to manage their worries and concerns - resilience in DfE parlance. The ReBalance Programme delivers cost-effective 1st and 2nd wave mental health support in-school. It reduces the need for costly external agency/professional support for students. By changing student negative thought/behaviour patterns, students will be better prepared to learn.
- Independent School
What does the training cover?
We will show you how the brain works and help you to understand why students think and behave the way that they do. You will also be able to recognise the symptoms of the most common adolescent mental health issues
You will learn what Cognitive Behavioural Therapy (CBT) is and how effective it is within education. You will also be able to confidently use the ReBalance activities and resources with students to achieve the maximum benefit. You will have the knowledge and confidence to develop your own programmes and pathways for individuals and groups in your school.
- Secondary Teacher
The ReBalance Programme is being used nationwide already - by leading independent schools, academy trusts, state schools and specialist units. Their feedback and cooperation has been a significant factor in the continuing development of new activities and resources.
CBT is internationally evidenced and accepted by NICE and DfE as a very effective treatment strategy for children and adolescents, as well as adults.
As we mentioned before, we’d be delighted to come to your school or college and train you in person. One of our excellent trainers will come to your school and train you - over one day or two consecutive after-school inset sessions. It’s usually a lot of fun, and we get excellent feedback. Most importantly, all of our trainees feel enthused and well prepared to start making use of the programme.
Alternatively, Sam the programme author, has recorded the training so that you can train using our VLE. This can be completed over several days, in several sittings, and offers more flexibility for you to train when and where it suits you. And you’ll still get the full, unique ‘Sam’ experience too...
For both training methods, there is a short post-training assessment to ensure you’re ready to go.
The short answer is lots!
You’ll get information sheets for parents and staff on the most common issues - exam anxiety for example. You’ll also get a series of questionnaires to assess for potential mental health issues which can also be used as evaluation tools.
You’ll get a big discount when you need more staff to complete the ReBalance training because we understand staff changes take place.
You’ll benefit from the help and advice of your trainers if you find any issues not covered by the existing activities. We’ll update the pool of activities and resources with new ones where there is an identified need, along with updating the existing ones regularly. You’ll have access to them all - whether they’re written for your school or another.
You’ll get e-mail support from our trainers and regular updates and information via the ReBalance newsletter.
- State School
For access to the ReBalance Programme resources and activities and full training in how to best utilise the programme, as well as continuing support from our experts and updates to the resources when they become available(1) :-
Face-to-face training where we will come to your school or college and train up to 10 of your staff: £1,450 + VAT
E-training using our VLE for 5 staff: £725 + VAT
For each additional e-Delegate: £75 + VAT
(1) : Subject to EULA terms and conditions.
That’s it! No annual subscriptions, no licence fees, no ongoing costs. You pay, you get trained, and your students reap the benefits.
for an information pack or for any queries.
Awareness of mental health and mental well-being in education is increasing – hooray! Yet we are still reading reports that mental health issues in young people is increasing - boo
We all know that providing effective support for mental health in school is difficult. Budgets are so tight that if they were a corset I would have stopped breathing by now. External agencies providing support are like rainbows – you see one and run towards it but it disappears when you get there.
Despite the budgets, many schools are taking steps to improve the support they provide for student’s mental well-being which is great. However, mental well-being support has to be part of the school ethos, not an add on. Here are five mistakes schools often make when supporting mental health:
So, what do you do in school to support mental health? Oh, we have a school counsellor and she sees all the students who have mental health issues. Does she have a waiting list? Oh yes, a long one so she’s very popular. Oh, OK. What else do you do? Um, should we get two school counsellors???
Having a school counsellor is great but isn’t the be all and end all. Student problems will not be fixed by having a school counsellor. Also, it can sometimes mean we stop doing anything else because they’re being seen by the counsellor. If you do have a school counsellor how often do you meet with her to discuss issues that might need to be addressed as school in PHSE for example. Do you discuss trends and take advice from him/her. Student mental well-being is the responsibility of the whole school and sending kids to be ‘fixed’ and returned back to class doesn’t work.
I am regularly reading articles, studies and blogs about how stressed and pressured teachers are. We focus on supporting the students and forget about the staff. Staff mental well-being also has a direct effect on student mental well-being. If staff aren’t happy and supported, how can students be?
Staff mental health is still a taboo subject for so many educators I speak to – people are frightened to discuss it because they are frightened it will be used against them or be a black mark in their file – and it sometimes is. As a result, they carry on and things don’t really get better. This usually results in time off sick and/or looking for another job. Often leaving teaching all together. Staff should have mental health support and be able to discuss mental well-being without being stigmatised.
Ofsted recently said that we shouldn’t just be teaching to pass exams. Hooray we all cheered, until we realised that the whole system is still set up to measure schools based on exam results. As educators we are judged on how well students do in exams or assessments. This system is having a detrimental effect on student mental health. We have to find a way to embrace all students and their abilities, not just the academic or sporting high fliers.
Opportunities should regularly be provided for students to display their wide range of talents and be recognised for them. Chess, book clubs, cooking clubs for example. When I was at school we had a inter-house drama festival and music festival as well as the standard sporting competitions. This was great because I was more ‘artistic’ than sporty (if you know me the idea of me even vaguely being sporty is hilarious). Our school had it’s own version of X Factor long before it was on the telly – a fabulous boost to the self-esteem of some students who never had chance to shine. Low self-esteem is a core factor for many mental health issues. As educators we should not be exacerbating this.
I should have put this first. This is one of the biggest mistakes we make in schools, and indeed as adults. We don’t listen to students. They say something and we immediately respond, sometimes ‘fixing’ it for them, or telling them it’s not that bad, or not believing them. We need to listen, just listen. Take five minutes and listen. You don’t have to fix it, you don’t have to tell them it’s not that bad, just listen. I’m trying to think of more eloquent and hilarious ways to get this across but I’m failing. It really is that simple. Take time and listen to them. Believe them.
How often does your school involve students in reviewing policies? If you don’t, how do you know if they are working? Your Equality Policy, your Bullying Policy etc, how can you review them without asking the main stakeholder if they are working? There’s no point reviewing them at executive levels presuming you know what is happening. Also ensure you pick a wide range of students to contribute to the review – not just the more eloquent high achievers. All students. I’m a big fan of anonymous surveys. Yes you will get some ridiculous answers and no doubt a fair few sexual references, but you will also get honesty and a true reflection of what is happening out there. The students are the client. Who reviews their service without asking the client?
I am hoping that this will be read and people will think about the support they are providing. I feel better for writing this but I am probably flattering myself and it will only be read by people who already know all of this. But by liking it and agreeing with me, it will help my mental health so thank you.