Mental Wellbeing | Boltons Health Matters
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Mental Wellbeing

This is the JSNA chapter on emotional health and wellbeing of children. Theme chapters summarises implications for commissioning, who is at risk and why, the level of need in the population, service provision and use, unmet needs, what works in terms of evidence, community views and priorities, any related equality impact assessments, unmet service needs/gaps and recommendations for further needs assessment work. 

This resource supports local joint strategic needs assessments (JSNAs) and the commissioning of interventions to improve the mental wellbeing of local children and young people. The guide explains about mental wellbeing and its determinants. The technical appendix has measures to quantify mental wellbeing and its determinants, information on using the measures and links to examples of evidence based practice.

You can access them by clicking here: http://bit.ly/1OeTP4u


These documents outline the problem of social isolation in relation to public health.

Presented in 3 sections, they include:

  • evidence on the link between social isolation, poor health outcomes and health inequalities
  • identification of who is at risk of social isolation and what impact this has on health inequalities
  • possible interventions to reduce social isolation in identified populations

They can be accessed by clicking here: http://bit.ly/1QF6jSz

This resource is part of the ‘Local Action on Health Inequalities’ Collection that can be accessed by clicking here: http://bit.ly/1NvW6YD


The 8 principles in this document are informed by evidence and practitioner feedback about what works, and if applied consistently and comprehensively will contribute towards helping protect and promote student emotional health and wellbeing (H&W). The document signposts to Ofsted inspection criteria, practice examples and resources to support implementation.

The document may also be of interest to:

  • school and college governing bodies
  • staff working in education settings
  • school nurses
  • local public health teams
  • academy chains
  • others with a role of promoting Health & Wellbeing of children and learners

This report can be accessed by clicking here: http://bit.ly/18OboaD

‘Future in mind – promoting, protecting and improving our children and young people’s mental health and wellbeing’ makes a number of proposals the government wishes to see by 2020. These include:

  • tackling stigma and improving attitudes to mental illness
  • introducing more access and waiting time standards for services
  • establishing ‘one stop shop’ support services in the community
  • improving access for children and young people who are particularly vulnerable

The report sets out how much of this can be achieved through better working between the NHS, local authorities, voluntary and community services, schools and other local services. It also makes it clear that many of these changes can be achieved by working differently, rather than needing significant investment.

You can access this resource by clicking here: http://bit.ly/1wUwiQx


These toolkits are a collaboration between the Royal College of Nursing and Public Health England

They are primarily for nurses who work with children and young people, whether in community or hospital settings, including:

  • school nurses
  • practice nurses
  • accident and emergency nurses

These toolkits aim to:

  • develop skills and knowledge and recognise the wider context of mental health in relation to LGBT sexual orientation and identity.
  • provide a general outline for health professionals looking to increase their skills and knowledge around suicide prevention strategies with LGBT young people

This resource can be accessed by clicking here: http://bit.ly/1EpBHPr

This briefing was commissioned by PHE and written by the Institute of Health Equity. It is a summary of a more detailed evidence review on the same topic and is intended primarily for directors of public health, public health teams and local authorities. This briefing and accompanying evidence reviews are part of a series commissioned by PHE to describe and demonstrate effective, practical local action on a range of social determinants of health.

You can view the briefing by clicking here: http://bit.ly/1CcHHYP

The associated evidence summary is: Local action on health inequalities: Building children and young people’s resilience in schools

Summary
1. Resilience is the capacity to bounce back from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability. Resilient individuals, families and communities are more able to deal with difficulties and adversities than those with less resilience.
2. Those who are resilient do well despite adversity, although it does not imply that those who are resilient are unharmed – they often have poorer outcomes than those who have low-risk background but less resilience. This applies to health outcomes and affects success in a range of areas of life across the life course. Evidence shows that resilience could contribute to healthy behaviours, higher qualifications and skills, better employment, better mental well-being, and a quicker or more successful recovery from illness.
3. Resilience is not an innate feature of some people’s personalities. Resilience and adversity are distributed unequally across the population, and are related to broader socioeconomic inequalities which have common causes – the inequities in power, money and resources that shape the conditions in which people live and their opportunities, experiences and relationships.
4. Those who face the most adversity are least likely to have the resources necessary to build resilience. This ‘double burden’ means that inequalities in resilience are likely to contribute to health inequalities.
5. Schools have a key opportunity to build resilience among children and young people, and there is a range of ways in which local authorities can support and encourage schools to take action.
6. Actions to increase resilience can be targeted at different levels - they can aim to increase achievements of pupils; to support them through transitions and encourage healthy behaviours; to promote better interpersonal relationships between people – particularly parents or carers and children; and to create more supportive, cohesive schools that support both pupils and the wider community.

The Children and Young People's Mental Health and Wellbeing Profiling Tool has been developed to support an intelligence driven approach to understanding and meeting need. It collates and analyses a wide range of publically available data on risk, prevalence and detail (including cost data) on those services that support children with, or vulnerable to, mental illness. It provides commissioners, service providers, clinicians, services users and their families with the means to benchmark their area against similar populations and gain intelligence about what works.

The resource can be accessed by clicking here: http://bit.ly/1xp2RBV

The purpose of this document is to provide a high level picture of mental health prevalence and activity in the Bolton population. Many figures are necessarily estimates and breakdowns below Bolton level are not available from official sources. For some topics greater detail regarding prevalence, inequalities, and service activity is provided in the respective JSNA chapter available here: bit.ly/1jTxXj0

NICE has developed public health briefings for a range of different topics. These briefings are meant for local authorities and their partner organisations in the health and voluntary sectors, in particular those involved with health and wellbeing boards. This briefing summarises NICE's recommendations for local authorities and partner organisations on social and emotional wellbeing for children and young people, specifically, vulnerable children aged under 5 years and all children in primary and secondary education. It is particularly relevant to health and wellbeing boards.

Social and emotional wellbeing creates the foundations for healthy behaviours and educational attainment. It also helps prevent behavioural problems (including substance misuse) and mental health problems. That's why it is important to focus on the social and emotional wellbeing of children and young people. The resource can be viewed by clicking here: http://publications.nice.org.uk/social-and-emotional-wellbeing-for-children-and-young-people-lgb12 . It is particularly relevant to health and wellbeing boards.

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