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Parent Mentoring Project

Parent Mentoring Project. St. Francis’ Children’s Society Date: Saturday 4 th February 2012 Bishops Mental Health Conference, Leeds. Presentation Overview . Aims & Objectives of the Parent Mentoring Project What we did What we’ve learned Next steps. Project Aims.

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Parent Mentoring Project

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  1. Parent Mentoring Project • St. Francis’ Children’s Society • Date: Saturday 4th February 2012 • Bishops Mental Health Conference, Leeds

  2. Presentation Overview • Aims & Objectives of the Parent Mentoring Project • What we did • What we’ve learned • Next steps

  3. Project Aims • To enhance emotional health and well-being for whole school community • Strengthen support for whole family and achieve greater parental engagement • Develop knowledge and understanding of issues affecting children and families amongst school staff

  4. Parent Mentoring – How? • Extended 1:1 counselling work to include parents of vulnerable children • Introduction of themed workshops for wider parent groups • Delivery of group mentoring for non-teaching staff • Introduction of new Family Worker role

  5. Support for school staff • Senior School staff commitment to well-being already in place and dedicated resources • Delivered 2x peer group mentoring programmes for staff • Learning outcomes included greater empathy and awareness of issues affecting families • Knowledge and understanding of how Attachment difficulties impact on learning

  6. Needs of vulnerable children in school • Increasing numbers of children presenting with challenging and confusing behaviour and who are under-performing • Variation in readiness to learn – barriers

  7. Needs of vulnerable children • Behaviour management systems not enough • Adverse impact on school staff and other pupils • Theory as a framework for building understanding and developing helping strategies

  8. Attachment difficulties can affect: • Children who have experienced a major loss and/or change in their life • Children who have experienced inconsistent care or neglect • Teachers and other education staff working with children who have attachment difficulties

  9. “In schools, we can support distressed children by valuing the importance of relationship in all work we do with them i.e. helping them to think differently and to take control over their feelings and behaviours” Louise Bomber

  10. Case study • Single mum, abusive ex-partner • Sharing 1-bed flat with daughter aged 8 • Presenting with behaviour problems at school, involvement of Behaviour Support Team • Mum very depressed, not able to access support

  11. Benefits For the children: supportive relationships; fewer incidents and exclusions For the parents: non-judgemental support; sharing of problems and worries; ability to contribute to making things better For school staff: knowledge and understanding; guidance on introducing new ways of working; a reduction in staff anxieties and stresses

  12. Lessons learnt • Relationships have to build over time – can’t be rushed and can’t be ‘packaged’ • It might not work first time • Take care of the ‘helpers’ and their well-being first – model of support for non-teaching staff • Value of a joined-up approach

  13. Next steps • Increase numbers of parents accessing themed workshops • Offer group mentoring to parents who have been supported through 1:1 counselling and direct work with the Family Worker • Introduce bespoke parenting programme for engaged parents

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