Mental healthi specifiExamples of how to make your teaching, learning and assesmment meninclusive for learners who have mental health difficutlies , includes resources and case studies and learner stories where there is a clear forus on TLA methods
Submitted by David Pedley on Thu, 20/06/2013 - 17:17
Zoe, an autistic and dyslexic learner, describes the support provided by Northern College and how she used an Ipad to help her to complete her Access to HE Diploma in Social Sciences. She describes in detail how her personal support worker and the ipad helped her communicate, feel safe and boosted her confidence.
I am really keen to investigate the way in which learners are coping after the Christmas break. Often after Christmas there is a natural low , getting back into the swing of learning, maybe exams or assessments and would be interested to find out how learning services like counselling and support are asked to address this in terms of their time planning? It might also be useful to see which type of counselling the learners might use, PCT, CBT or psychodynamic? Has anyone any experience in looking at this?
Making some new network links with NUS, looking at the way in which curriculum is being developed involving learners. It is interesting to look at the way learner feedback affects the way in which the courses are being developed, especially in relation to the learners who struggle with interpreting feedback, where they have low self esteem or perhaps do not have the technical language to understand what is meant, and how this impacts on their decision to remain on the programme, let alone their success. Watch this space.
Submitted by alistair.lockhart on Wed, 10/10/2012 - 16:24
In 2012, Time to Change piloted a special campaign for young people in the West Midlands area, starting with the release of Stand Up Kid, an online film that aims to change attitudes towards mental illness amongst 14-18 year olds.
The film shows teenager Michael coming back to school after being off with depression. Teased by his classmates, he takes a stand against the jokes and tells them what it really means to live with a mental health problem.
I had a very interesting time last week in London with the MHFE team, meeting up with some innovative practitioners which I hope will lead to a podcast or webinar about developing programmes which start off as discrete provision and then route learners into mainstream!
I am Working on the impact of self esteem, teacher/student relationships in order to show the value of good rapport and understanding in the classroom identifying the links with learners with MH issues of course. Watch out for my new SIG which I hope to get up and running this month!
I am starting to looking into therapeutic education and to see if the use of this concept has led to an increase in awareness of well being, which has in turn increased a wllingness to accept that mental health issues can and do impact on learning. I am not sure if this was the intention or simply a welcome side effect? I would welcome any ideas/views about this?
Lots going on this week again, finalising the bulletin and working on a summary of recent articles on the impact of group work on learners with mental health issues. The preliminary findings appear to be that group work simply keeps learners occupied rather than make a real learning difference! Watch out for more.
Submitted by Michael Davidson on Sun, 11/12/2011 - 12:01
Really interesting start to the LSIS project on Friday. Great to meet some very committed people from other areas, and especially to hear about their innovative practice. Particularly looking forward to checking out 'Back on Track'.
A couple of things from the session resonated. Firstly, the importance of organisations 'walking the talk' on supporting staff well-being the way we hope to support learners'. How else is transmission of confidence and relaxed learning possible, especially in making music?
When the team at Hackney Community College won the Association of Colleges Beacon Award (2010) for Widening Participation for its work with students with mental health problems they decided to share their award with the sector by commissioning a guide to effective practice.
'Recipe for Success' is the result. It is a collection of 'recipes' gathered together from 6 general further education (FE) colleges with established provision to support students (and staff) in FE who have experience of mental health problems.