Carnegie Centre of Excellence for Mental Health in Schools
Continuing Professional Development
Mental Health ITT Development Programme
New teachers need to feel equipped and confident when they start their teaching career. Yet, NQTs asked to rate how confident and knowledgeable they were with understanding children's behaviour, mental health and being able to identify and support children with issues related to emotional well-being, scored themselves less than 63%.
The Carter Review into ITT found that more was needed on specific, practical training so that new teachers were able to support the emotional needs of their pupils more effectively.
The mental health for ITT Development Programme draws on this knowledge alongside the recommendations made in the Carter Review and the subsequent reviews into the ITT Curriculum and the Behaviour Management for ITT and the Standards for CPD to ensure full alignment to DfE policy.
Delivered by qualified and experienced child mental health professionals with a grounding in the realities of the modern school, the Mental Health ITT Development Programme brings expertise in school based mental health support. Participants leave with deeper insight, practical skills they can apply, greater professional resilience and improved confidence in supporting some of their most vulnerable children.
There are two programmes, one for early years and primary teachers and another for secondary teachers.
The programme comprises three modules each with an accompanying e-module to deepen learning and reflection. All delegates receive an e-certificate following completion of the programme.
Full day development event
The key aim of this module is the development of an understanding of mental health and how this inhibits or enhances pupil’s education and the different techniques teachers can employ to support learning. Participants will understand the SEND Code of Practice and what this means when it comes to mental health. Students will also explore attachment theory as a key underpinning to child and adolescent development and how to apply it with all children and young people.
Half day development event
NQTs often state that they do not feel confident in their work with parents. Participants will learn about different parent-child relationships so that they can develop more effective working relationships with parents and carers, thereby ensuring high expectations are sustained.
Half day development event
By exploring and applying the concept of ‘unconditional positive regard’, participants will consider how their own self-awareness has a dramatic impact on how they perceive and respond to challenging situations, so that high outcomes for children are achieved.
Counselling skills for schools
Accredited at level 3
This programme is for those who are working to promote the mental health and emotional wellbeing of children and young people. It is aimed at those who are working directly with students, especially colleagues with pastoral responsibilities, whether they have prior training in counselling or not. For those who wish, it serves as a good introduction to counselling which might be a future career option.
The focus is on reviewing and developing an understanding of counselling theory and applying this within the context of their school. Participants also enhance the techniques necessary to have effective one to one relationships with children and young people.
The level 3 accreditation will involve reflecting upon at least two relationships with individual children, as a teacher or in another pastoral situation, so these skills must be applied after the course to gain accreditation.
The counselling skills for schools programme has two versions, one for primary and one for secondary, to ensure that approaches and skills are age appropriate. The programme comprises four sessions of three hours each, or can be run as two full days if preferred.
School Mental Health Leadership Programme
This programme is for the mental health lead within the school, the senior colleague responsible for mental health policy and strategy. Delegates explore what effective mental health policy looks like and the steps needed to ensure effective implementation and review. A mental health consultant will also visit the school to review their current approaches and identify how things can be improved. A written report will be produced for the school following the visit. Several members of the school's leadership team and governors are welcome to attend this meeting.
The programme is run for groups of senior leaders, maximum group size 20.