Your FON can be downloaded from
www.ucl.ac.uk/clinical-psychology/EBPU
ISSUE No. 4
May 2011
Free Occasional Newsletter
Project News |CAMHS Press | Latest Events | Interview of the month | CORC Corner |
A portrait of a
researcher in the
field of Mental
Health
Save up by ordering
free copy for your
classrooms year 4-6
and year 7-11
Jessica Deighton, Research
fellow at EBPU and the
deputy director of the unit
B R E A K I N G N E WS
The collaboration between EBPU and Young
Minds have successfully secured 3 years
(2011-14) Department of Health Funding
(£90,000) for Developing Informed Choice in
Child Mental Health Services.
MASTERCLASS Report
We have now completed the first series of DH
funded Masterclasses on ‘Local Evaluation in
CAMHS’, ‘Children and Young People’s Involvement and User Participation’ and ‘Developing
Evidence Based and Outcomes Informed Practice
in CAMHS’. Series one of the Master Classes was
well attended, with 472 front-line practitioners
participating across the four locations: Bristol,
Durham, Manchester and London.
continued on page 2
W
I
ith ‘journey’ season in full swing at the EBPU don’t
miss the next step. Not only have we been working
hard on creating new resource material for young people
accessing services called ‘My Journey,’ involving extensive
national consultation with CAMHS practitioners, young service
users, academics and graphic designers but we have also been
working hard to develop one new website: www.choosing.org.uk
which launched in April. Please have a look and let us know
what you think ebpu@annafreud.org
n March, the leading team of EBPU
experts, joined by colleagues from
Young Minds and CORC, went on an
information gathering visit to the east
coast of the US to meet academics and
practitioners from various institutions
including Yale, but we will know more
about it in the next newsletter. Stay
tuned.
BPU has been going through an exciting shift between
projects, some finishing and some just starting and we
have seen stimulating and rewarding interest in the EBPU
Masterclass that is now celebrating the end of a successful
first year.
Slavi
E
May 2011
2/ EBPU FON
PROJECT NEWS
EBPU Projects Summery
CPRU- Child Policy Research Unit
- Policy Research Unit for Children
young people and Families
(2011- 2016)
This unit, led by professor Terence
Stephenson, Royal College of Paediatrics and Child Health, is commissioned by Department of Health and
launched in January 2011. Its role is to
provide advice to policy makers to help
ensure evidence based policy making
in relation to child health generally. The
EBPU leads the mental health strand of
work within this unit.
Increasing Access Psychological
Therapy IAPT (2011-)
The EBPU is part of the expert reference
group for the IAPT initiative and
Miranda has been asked to lead the
group looking at best means of evaluation and data collection for this imitative
Closing the Gap (2010-2012)
Commissioned by The Health Foundation this joint initiative with CORC
and Young Minds seeks to empower
children, young people and their
families to make informed choices
and become active partners in their
treatment. Services are invited to bid to
take part in this initiative – closing date
13th June 2011.
Currency development (2011)
A collaboration with our colleagues at
the Institute of Psychiatry, we worked
on evaluating tools developed for
currency allocation within London pilot
sites as part of the Payment By Results
project. This work was commissioned
by the Payment by Results in CAMHS
Project Board
Masterclasses (2010-2013)
CAMHS EBPU has funding from the
Department of Health to run a series
of master classes aimed at developing
the skills of practitioners and managers
in terms of undertaking meaningful quality improvement in CAMHS,
outcomes informed and evidence
May 2011
based outcomes and ensuring appropriate user participation.
CODE – Child Outcomes Data
Explained (2009-2012)
Commissioned by the Department of
Health, this project is being undertaken
by CAMHS EBPU in consultation with
CORC and aims to create nationally accessible web and paper based tools that
will help practitioners, commissioners,
children and young people to make
real use of a range of outcome data in a
meaningful way
TAMHS – Targeted Mental
Health in Schools (2008-11)
TAMHS research project
commissioned by DCSF (now
DfE) explores the impact of
a government initiative to
improve mental health in
schools and examines the ways
schools try to help children
when they feel sad, worried
or troubled. All data are now
collected and analyses are
underway.
CODE EVENT Report
As part of the process of developing
materials, a consultation event took
place on the 17th March. The event was
attended by around 35 people coming
from a broad range of services and professions, as well as a few young people.
The feedback provided on the materials
being developed was very useful and is
being considered with regards to what
the next step is for the booklets etc. In
particular, this event provided the first
glimpses of the “My Journey” booklet
and the feedback on this from a range of
different viewpoints will be important
in the development of this resource. For
anyone who could not make the event
(or even those who did!) the PowerPoint
presentation used at this event is now
available on the CAMHS EBPU webpage
http://www.ucl.ac.uk/clinical-psychology/
EBPU/presentations/presentations.php
MASTERCLASS Report
continues from page 1
We were very pleased with overall
delegate feedback for the first series
of Masterclasses, with 94% of the
returned feedback forms (235 out of
250) rating the classes as excellent or
good. There were a number of requests
from delegates (especially following
the evidence base and outcomes
informed practice module) for future
Master Classes to include an element of
advanced training for those who have
already attended earlier classes. Additional comments indicate that the interactive sessions were very well received.
Based on delegate feedback themes,
we have refined aspects of content
and format for next year’s Master Class
programme. This includes incorporating
advanced classes into the ‘user participation’ and ‘evidence based and outcomes
informed practice’ modules and developing a module on quality improvement
in CAMHS.
For all Master Classes in series 1, Bristol
and Durham were less well attended
than Manchester and London, and
London in particular was oversubscribed. We have changed the locations
for next year’s Master Classes in light of
this. Series 2 of the Masterclasses will
now be held in Manchester, London
and Peterborough only, with advanced
classes being hosted onsite at the Anna
Freud Centre in London.
Series 2 of the Masterclasses will kick off
from September 2011 with Quality Improvement event in London
If you would like to be one of the first
to hear more, you can subscribe to the
EBPU mailing list at the following link:
www.surveymonkey.com/s/EBPUMailingList
We look forward to seeing you soon!
EBPU FON/3
INTERVIEW OF THE MONTH
A Portrait Of A Researcher In The Field Of Mental Health
Jessica Deighton, Research Fellow
at CAMHS EBPU and the Deputy Director of the Unit
It’ll be three years in May since I
started at the EBPU. I pretty much
came straight from my PhD, which
I did in Cardiff. I was looking at the
impact of family conflict on children’s well being and, therefore,
how they adapted to school and
their academic attainment, with
my research based in south Wales
schools. It slotted in nicely to the
TAMHS project at the EBPU [TaMHS
stands for Targeted Mental Health
in Schools].
How would you describe the relationship between
research and mental health practice and how they
work together?
It’s probably the same with a lot of
things once you come to understand
them more, but, for me, particularly
with mental health, it’s really important that the research makes sense to
the people doing the practice. Because
it’s quite a hard concept to pin down
in terms of different perspectives, on
whether we should adhere to a medical model, whether there are actually
categories of mental illness or sliding
scales of well being to maladjusted behaviour. Mental health is not an easy
thing to measure because it relies on
people’s perspectives, it’s not like taking somebody’s temperature; it’s much
more elusive. So, trying to pin down
the research in any sort of conclusive
way can be quite hard. But, I think, all
the more reason to spend time thinking about that and what that means.
Some of the things that make it difficult
are some of the things that make it really interesting. If the mental health of a
child is different for the parent thinking
about that child, than it is for the child
thinking about themselves, than it is for
a clinician who sees that child, then you
O
n 10th of March 2011, I met with Jessica in order to ask her few
questions about the research she does for EBPU. As always, her
friendly disposition and open approach to people and activities
made for an enjoyable conversation, and helped me appreciate
even more essential qualities of people working in the field of
mental health that are not always included in the job description.
may ask, why is that? And how does
that work? And given that we know
that, how can we make sense of outcome information? And how can we
use that information in a useful way to
help children who have difficulties? So
I think there are theoretical issues and
there are also practicalities, and there
is a danger that research can become
very ivory tower, high brow. That’s all
very well, but unless it’s going to actually be useful for the people who can
take it and do something with it, as far
as I see it, it’s not achieving the aims it
should be achieving.
If I understand, you not only put your efforts into
understanding various strands in mental health
and research, but also into how to adapt it for the
people who will use the research. What do you
find most difficult?
Partly it’s the difference in perceptions
people have of the others involved.
There are lots of very experienced, very
skilled professionals who come from
very different contexts, so it’s trying to
get a sort of communication between
these people, with some kind of common goals, or common understanding we can get out of things. I think,
as researchers, we can slip into a kind
of attitude which is, ‘we’ve done this
wonderful research and we know how
it really is if only we could tell the people who don’t understand what we’ve
written.’ And that’s not how it is. It’s not
just a case of running some research,
writing a paper and then translating
that into language that other types of
professionals will understand. There are
all sorts of things that might mean that
research is not as useful as it could’ve
been for the people who might be able
to use it. It’s about keeping those people in mind from the start and consulting with them or working closely with
them to find out what are the practical
obstacles that can make this kind of
theoretical piece of research applicable
or not applicable? It’s not a difficulty
as such. But it’s just about remembering that you have pieces of knowledge
shared by lots of people and not getting carried away with the feeling that
you’ve got the absolute answers to everything.
How do you, as the one who is doing this research,
and collecting the data, keep the child in mind?
They are the ones who are on the receiving end.
Although what you’re presenting are
the child’s views, in a way, especially
where there’s self-report data, sometimes you can feel like you’ve ticked that
box because you’ve got them to fill in a
questionnaire. It’s not quite the same as
having their views in a very full way.
So, in terms of the research, I think we’ve
always tried to be able to incorporate
that into the design, by using more
qualitative components where we’ve
asked the children to convey what
they want to convey to us, in their own
May 2011
4/ EBPU FON
words. So with the TAMHS project, for
example, we went into classrooms and
asked them all sorts of questions about
what was available in their schools. And
they created posters for us to say what
was around, and if children were upset
what would they do and what could the
school do for them. And that’s part of it,
but I think that the part that’s been really useful for me and I’m sure for others, has been the Young People’s Think
Tank. I never really appreciated how
hard a task it was until we started doing the Help4Pupils materials, to try and
use language that you imagine children will understand, that they would
actually accept and not find awkward
or patronising. So having a group of
young people who can say, “well we
don’t use that word”, “we wouldn’t like
it if it looked this, but we would like it if
it looked like that”. All those things that
allow us to give that group a voice, but
also help young people feel that we’re
trying to give things to them and the
research is not just about our status or
circulating things to experts or government departments. Its about giving
things back to young people as well. I
think it’s a model that might have started with ‘Choosing’, with the idea that
we have things that we will feed back to
children and that at every level we try
and give something useful back again.
So I’d like to think that that’s where we
consider children. It’s just a case of each
time a new project starts to try to think
about, what can we do and how can we
include young people and not marginalise them.
What projects are you involved with now?
The main project that I’m working on
is the Child Policy Research Unit, which
is for the Department of Health. This is
just starting up and it’s got two strands
at the moment, one of which is looking
at outcomes for children with conduct
problems whose parents have received
parenting training and whether children are differentially susceptible to intervention basically. That’s the idea but
we’ll be using existing datasets which I
haven’t actually seen yet. That particular project with the policy unit is two
years. But the whole policy unit runs for
5 years.
The other side is looking at things
which overlap with other projects at
the moment but it’s to do with modelling outcome data. It could be modelling the kind of data that CORC has,
May 2011
and finding useful ways of doing that. just been a really nice mix, which feels
What are the best measures to do that like cross fertilisation, and I include the
with? What statistical analysis would research team here in that as well. There
be most robust to underpin that kind have been some really enthusiastic
of thing? And what ways of presenting team members. Watching people grow
those statistics would be useful? But it in their skills and take the lead on things
would also be looking at measures that has been really nice. But in terms of the
are taken session by session, with chil- actual project itself, I think it’s been realdren seeing services and how we model ly interesting to watch something from
those kinds of data. So it’s quite statisti- its conception to how it’s played out
cal. A question that’s central to the unit across the country. People who have
is how can we use routine outcome data had to conceive of this project, develop
and how can we make it usable? Do a model, have to employ a team and
people improve when they use it? How make it work. Just looking at the differcan people learn from it? How can it be ent solutions people have come up with
used with children? But this is much to the same kinds of questions is really
more about the statistical side of it, the interesting.
modelling side of it really. So that’s one
project. TAMHS which is coming to a close really, but given
we’ve just had the last year of
chools had feedback every year on
data, we’ll be running most of
how their school is doing. So they
the analysis in the next four
get an idea of whether their school
months.
S
Tell me more about TAMHS. It was a
few years of work and valuable experiences. So, what’s the first thing which
comes to mind when you think about
TAMHS?
I suppose that the thing that
I’ve really enjoyed about it, and
the thing I probably most associate with it, is the group of
people that have worked on it.
That has been a real eye opener
climate scores are particularly better,
for example, then others in their local
authority. But also they get that every
year so providing that they’ve made
sure that the same kids take part every
year, they should have a sense of the
project’s impact. They may see that
behavioural and emotional difficulties
are reducing over time.
for me, coming from an academic institution where we worked as a small
group and very independently from
each other. While this has been a wide
collaboration of professionals, primarily
academics, but with people from an educational background, psychiatry, work
on early years settings, educational psychology. It’s just been a rich experience
to listen to all the conversations that
have happened. But also it’s taught me
that no-one can be an expert on everything. It was a nice environment for
people to ask questions within because
we had the statistical expert, qualitative
expert, expert on education, expert on
mental health problems, and so on. It’s
What area of UK is covered by TAMHS?
It’s the whole of England. I think there
are now 152 local authorities in England, and we covered 98 with the
evaluation. We covered urban and rural areas. There’s a real variety in there
and I imagine the reason why they’ve
come up with such different models.
But also, you get a sense of how different the CAMHS and schools support
work in different areas and it’s partly
down to geographical region and the
demographic mix. The research itself
has been an eye opener, given this was
a nationally driven evaluation, schools
have been quite willing to take part and
quite keen to ring us and ask us about
their feedback. It’s been quite nice to
be able to meet with people in different
regions. It’s been quite well set up to be
able to network.
Schools had feedback every year on
how their school is doing. Schools get
information on the levels of emotional
EBPU FON/5
and behavioural difficulties and school
climate in their school compared to
their local area and the national figures.
So they get an idea of whether their
school climate scores are particularly
better, for example, then others in their
local authority. But also they get that
every year so providing that they’ve
made sure that the same kids take part
every year, they should have a sense
of, hopefully if the project has had an
impact. They may see that behavioural
and emotional difficulties are reducing
over time. In some areas that might not
be the case but there may be all sorts of
reasons why those figures change. We
have tried to give them some guidance
on what their feedback might mean
and what kind of cautions they might
want to bear in mind when they’re interpreting the feedback.
to this project and let people know
what we have found. It’s one thing to
report to schools and to the government. It’s different thing to give the
messages in terms of what have we
learnt about prevalence rates now?
What can we do with this measure that
we’ve developed? How can we add to
our understanding and the evidence
base, in terms of what we know and
that they are committed to finding an
application for their research and there
will be many people who say they try
to look to evidence for their practice.
But I think actually achieving a true balance between research and practice is
not easily achieved and its something
that EBPU absolutely does. And I think
in that way it’s fairly unique. And in a
way acts as a sort of a translation service between sort of
the academics and the
practitioners but also
becomes very much
involved in those two
worlds as well and I
think in the future I
would absolutely want
it to still be doing that,
to keep the balance
between research and
practice and be aware
that there are pitfalls
and benefits and learning from both of those.
At the moment it feels
like an explosion of
interest in things like
routine outcome data
and it would be really
nice for us to be able
to share some of our
learning so far, but also
to push ourselves forward in terms of what
we can do, what can
what we’ve learnt through the project.
find out and what we can feedback to
people and how we can link into what
other people are exploring.
So every year you were in touch with them and
giving them instructions?
Yes, we had the task, that the research
team have diligently done every year, of
ringing schools up and reminding them
of evaluation timescales, and the individual surveys. And then at the end of
that period while they get a break over
Christmas, we’d match the data and
we’d feedback to them by February half
term.
What else do you offer as part of the TAMHS
project?
We also offer TAMHS Schools free pdfs
of the EBPU help4pupils materials on a
first come, first served basis.
That is something, not like youve just reported to
authorities like the government or the Department for Education. So, how are you feeling now
that you will be finalising this project?
I think it’ll be strange. Certainly in terms
of the team here, it’ll be a real wrench.
But actually, they’re moving onto exciting things. At the moment they’re all
applying for some sort of post graduate
study or doctorate courses. So it’s really nice to see people moving on. But I
think I’m going to feel a bit bereft when
I see the TAMHS room empty. And in
terms of the wider research group too.
But the hope is that, because it’s an area
that brought a lot people’s interests together, they’re the kind of people we
could collaborate with again in the future and, in fact, people are linking in
on new things already. So hopefully it’s
not completely the end of that. But the
important thing is to focus on publications and to making sure we do justice
Now you’ve been working for three years at
EBPU, and managing exciting projects. What are
your impressions of EBPU? What is unique about
this unit? And how do you see it developing in the
future, from a researcher perspective?
When I was doing my PhD, I always
felt this was the kind of thing I really
wanted to be doing. But I didn’t know
if it existed. I love the research and I
can become very data focused given
half an opportunity. But what I always
want to do is use that in a way that is as
useful and as meaningful as it could be.
In other words, it’s important for me to
absolutely be in the interface between
research and practice. It’s so that both
academics and the people practising
understand each other more and so
that you can both bring knowledge
together, to make more meaningful,
more sensible research and a collective knowledge that moves things forward. I think that is what EBPU does.
There are lots of people who will say
Where do you see your research developing now?
You’ve been researching into one particular area
of education and mental health. In which direction do you think you will be moving now? Do you
have any preferences or interests?
Well I think I’ve certainly got key priorities for me and some of them are
around the publications that feed
things back to the academic field. Because I feel that’s the one bit we really
need to focus on at the moment. Having gone to a conference the other day
and listening to Sir Ian Kennedy talking
about how we need to consider children’s services much more holistically.
So instead of separating child health
and child mental health and education
and divide a child into sections like that,
we’ve got to think much more about
how those things interact and trying to
bring integrated services together. And
I think that’s an area that fits my interMay 2011
6/ EBPU FON
ests of the cross over between the mental health and the academic. But it also
fundamentally seems important to not
fragment support for children. Looking
at research that views the child not as
either mentally ill or mentally well or
either having a mental health problem
or an academic attainment problem or
a health problem of some other kind.
Instead thinking of that child in terms
of how they’re doing on the whole and
how do those things relate to one another and what’s the best way to support them across all these contexts in a
joined up way.
As an academic and researcher, who in your field
inspires you?
I went to my first conference in Atlanta,
quite early in my PhD. I was presenting
a poster and there’s a researcher in the
States called Dante Cicchetti who I’d
read lots of papers by, on a vast range of
things – on risk and resilience and other
such things. I met him at the conference
and was just completely awestruck. He
was incredibly enthusiastic to meet me
and I thought he must meet 101 PhD
students every day at every conference
he goes to. But he managed to really instil an enthusiasm in me by saying “Well
you be fantastic, be the best you can
be” and really emphatically shaking my
hand. And I have to say it really stayed
with me and it sounds ridiculous, but
actually just having somebody who’s
editor of various journals and really well
thought of, actually taking the time to
tell you to do your best was really fantastic. I went away thinking well OK I
will!
Also, those in the research group for the
TaMHS evaluation have been really impressive and I have learnt some really
valuable lessons from them. It’s made
me think that being an impressive academic is not about always coming up
with the very best ideas first time, it’s
more about putting ideas out there and
also being open to other’s views and
expertise. So the idea of not being self
conscious and just really actively brainstorming and then if something doesn’t
work out fine, next idea, next course of
action and for me that was a real eye
opener. Some of the best ideas in those
meetings have been a real team effort.
And it goes without saying I’m learning
an awful lot from Miranda in the three
years I’ve been here. Seeing how she
gets enthused by something and manages to keep the momentum of it to
May 2011
turn it into something concrete I think is
a real gift I’ve not seen in many people
and I’m trying to capture that to be able
to do it myself and I hope I’m achieving
it.
The other thing that’s nice, that’s growing in EBPU is the mix of people now.
So we have different expertise. I think it
started from a position of having CORC
at the base, and sort of being the most
solid project and that’s probably still
the case in a way that it’s an ongoing
programme. But now we have people
like Jasmine who comes from a quality
improvement background and a very
different health setting, people like
Eren with a very strong statistical background and a whole range of others
that I won’t try and mention or I’ll get in
trouble by missing somebody out. But I
think that having not just a network of
people to link in as research groups on
projects but having that in house and
you with your graphics and I think, it’s
enriching to have that kind of mix of
people. ■
STAFF and other
NEWS
Welcome to Andy
CAMHS EBPU is pleased to welcome
Andy Fugard as the new Data Analyst
for the unit. Andy will be formally
joining us later in the year from the
University of Salzburg, Austria, where
he is Post Doctoral Research Fellow.
Andy completed his PhD in Psychology
and Neuroinformatics at the University
of Edinburgh and adds yet another
dimension to the team here. We all wish
him a warm welcome and look forward
to working with him in the near future.
Draw More
One of Slavi Savic’s abstract drawings
“Moonlight on my street”has been selected
for the Rootstein Hopkins Foundation
Drawing Exhibition. The exhibition will be
held at the Morely Gallery in Waterloo from
11 May to 11 June 2011.
Hot tip
If you would like
to have some free
advertising, put your
web address at the
bottom of your email
signature.
Visits to our website
have risen greatly
since we tried this
simple technique.
‘Child Outcomes Data Explained’ (CODE) event “Straight
from the Drawing Board” provided the first glimpses of
the “My Journey” booklet and the feedback on this from a
range of different viewpoints.
EBPU FON/7
ADOPT A BOOK
Eastern Approaches
Fitzroy Maclean
Recycling doesn’t have to be boring
This is an interesting initiative
already tried successfully on a
national and local basis and now
organised for those in EBPU or
very close by.
Initially we asked for you to give
us the titles of 2 books that you
have and like and were willing
to give up for adoption by a colleague in the EBPU. We can now
offer you the following titles
which will be given on first come
first serve bases to those who
email ebpu@annafreud.org
Titles:
The Curious Incident of the Dog in the
Nighttime
-Mark Haddon
For Whom the Bell Tolls
-Ernest Hemingway
The Girl with the Dragon Tattoo
Stieg Larsson
Half of a Yellow Sun
-Chimamanda Ngozi Adichie
One Day
-David Nicholls
The Power Book
Jeanette Winterson
The Prince of Mist
-Carlos Ruiz Zafón
Stuart: A Life Backwards
-Alexander Masters
The Time Traveller’s Wife
-Audrey Niffenegger
CORC CORNER
The CAMHS Outcomes Research Consortium (CORC) is a learning collaboration between CAMHS providers across
the UK with the aim of instituting
effective and routine use of outcome
measures in work with children. The
CORC collaboration includes over half
of all CAMHS services in England, with
members also in Scotland, Wales, and
Scandinavia. There are now over 70 collaborating services within the consortium.
laborating to Improve Quality
Through Outcomes’. The forum
was well attended with around
50 members taking part. The
next CORC Forum will taking
place in November with more
details to follow later in the
year.
CORC works very closely with CAMHS
EBPU and is collaborating with EBPU
on several projects including CODE and
Closing the Gap.
We are pleased to offer you
the opportunity to attend First
CORC International Conference on Transforming Practice
Through Outcomes, Learning
from US and UK Experience,
held in London on 11 July
2011
Recent News:
CORC are currently interviewing for a
new Data Assistant and a new Research
Assistant Psychologist to join the
central team.
CORC has also just introduced a new
logo for their members to use, and so
we look forward to seeing more of
CORC in the future.
The latest CORC Forum took place on
the 4th April with the theme of ‘Col-
For more information on CORC,
you can visit their website at:
www.corc.uk.net
This is a unique opportunity
to hear US experts Professor
Leonard Bickman and Professor John Weisz and UK experts
Professor Peter Fonagy and Dr
Miranda Wolpert on Mental
Health and Outcome Research.
The conference is open to all. If
you are CORC member you are welcome to register free of charge (5 members per grouping).
If you are not a CORC member you are also welcome to register for this conference and will be
charged conference registration fee of £150.
Prepared and designed by Slavi Savic; assisted by Thomas Booker; If you want to comment or to give feedback please email Slavica.Savic@annafreud.org; If you
would like to be on the mailing list please email ebpu@annafreud.org; All other information can be found on our website: www.ucl.ac.uk/clinical-psychology/EBPU/
May 2011
8/ EBPU FON
CAMHS Press
C
AMHS PRESS is the publishing arm of CAMHS EBPU and
is responsible for publishing booklets aimed at children,
young people, and parents, as well as information and resources for professionals. Our two most recent publications
(“How to Get up and Go when you’re feeling low” and “I
gotta feeling: Top Tips for Feeling Good”) have been developed as part of the Help4Pupils project and are designed to
help children when they are feeling sad, worried or troubled.
The next booklet we are currently planning to produce is
“My Journey”, the earliest version of which was reviewed at
the recent CODE event. The booklets currently available are
listed below
Booklets for Children:
A Mental Health Care
Pathway for children and
young people with learning disabilities. A resource
pack for service planners
and practitioners 2007
A resource pack for services
to help them become more
accessible to children with
learning disabilities.
Up to five booklets for free
Choosing What’s Best For
You, What Scientists have
found helps children and
young people who are sad,
worried or troubled, 2007
A booklet that explains the
latest research in this area to
children and families to help
them make treatment choices. More than 25,000 copies
have so far been distributed
across the UK and beyond.
The booklet is currently being translated into Swedish
How to Get Up and Go
when you’re feeling low,
Top tips for feeling good,
2011 (Aimed at secondary
school pupils)
This booklet has been designed by Help4Pupils to
help children when they are
feeling sad, worried or trou-
May 2011
Up to five booklets for free.
Please also note that we
have a very limited supply of
these left.
We have 2500 copies available free of charge (maximum
of 30 per school/organisation). Once these free copies
have gone, we charge £25
per 30 booklets including
P&P (orders must be in multiples of 30 i.e. 30, 60, 90 etc.)
This booklet has been designed by Help4Pupils to
help children when they are
feeling sad, worried or troubled. It is full of fun simple
tips on what to do to improve their mood and maintain emotional wellbeing.
We have 2500 copies available free of charge (maximum
of 30 per school/organisation). Once these free copies
have gone, we charge £25
per 30 booklets including
P&P (orders must be in multiples of 30 i.e. 30, 60, 90 etc.)
All of our booklets are freely available as PDFs on
our website. Alternatively, booklets can be ordered
directly by sending an email to ebpu@annafreud.
org. You must include the following details when
ordering:
•
Title of the booklet
•
Number of copies (see the details about
suggested quantities)
•
Name and address of person to invoice (only if
the booklets are not free)
•
Name and address to send the booklets to
PLEASE NOTE: Booklets will not be posted until
payment has been made.
Booklets for Professionals:
bled. It is full of fun simple
tips on what to do to improve their mood and maintain emotional wellbeing.
I Gotta Feeling, Top tips
For Feeling Good, 2011
(Aimed at primary school
children).
How to order:
Up to five booklets free. For
more than 5 copies, orders
must be in multiples of 50
(i.e. 50,100,150 etc.) £60 for
every 50 copies
Drawing on the Evidence.
Advice for mental health
professionals
working
with children and adolescents 2002
A booklet that explains the
latest research in this area
to busy practitioners to help
them make appropriate
treatment choices. 10,000
copies have now been distributed across the UK and
beyond.
Knowing Where to Look
How to find the evidence
you need. Psychological
health, emotional wellbeing and mental health in
children and young people
2008
A booklet to help you find,
analyse and use information
to develop and deliver services to support the emotional, psychological and mental
health needs of children and
young people. Authored by
Paula Lavis and published
in partnership with YoungMinds and the Department
for Children, Schools & Families.
Up to five booklets for free.
Please also note that we
have a very limited supply of
these left.