Hi, I’m Hope (she/her) from the Mental Health Support Team. I’ll be working at your school every week – say hello next time you see me.
The Mental Health Support Team (MHST) is here to help your school to develop ways to look after the mental health of its students, staff, parents and carers.
Our EMHPs do this by supporting your school to understand what you need, providing staff training and offering lessons on well-being. Our EMHPs are also trained to give 1-1 support to students on anxiety, low mood and other struggles with wellbeing.
Our logo is an otter because, like otters, we work as part of a team and we use tools! Some of our favourite tools are self-care, challenging negative thoughts, problem- solving and managing worries. We want to share these tools with you so that you can look after your own wellbeing and build your resilience.
If you would like to know more then chat to me, the Mental Health Lead, or any trusted adult in your school.
South Bristol and South & East Bristol Teams
South Bristol Summer Newsletter
Hamish and Milo is a wellbeing resource to support children’s emotional development, through either group or 1:1 interventions.
There is a complete range of activities that can help vulnerable children gain an understanding of their own emotional experiences and can offer them insight, awareness, and approaches that help them regulate, reflect and thrive.
These programmes have been developed by Clare, who is a teacher and educational psychotherapist. Her work in the field of children’s mental health and education is driven by her desire to advocate and inspire schools and pastoral teams to prioritise children’s wellbeing.
Signposting
Signpost to outside agencies, such as
We need you to be able to talk to us, so we can support you and your children.
Celebrating me – Diversity.
An intervention to allow children to celebrate, explore and understand the differences we all have including ourselves, breaking stereotypes and discrimination on the following.
For children, diversity is normally because they have a lack of understand or they have been misinformed.
Resilient me – Resilience
Helps children learn strategies to overcome the boundaries they set themselves, teaching them that we can give something a go, even if at first it appears daunting.
New beginnings – Change
An intervention to allow children to be open or learn new ways to open up about new changes in their lives, this could be:
Actions word and me – Conflict
An intervention that helps children understand how our words and actions affect others, but also how the actions and words affect us too.
Exploding me – Anger
Teaching children which can get dysregulated how to manage those strong feelings. Exploring and talking about the feeling of anger and frustration, teaching new strategies on how to safely deal with them,
My friends and me – Friendships
Celebrating friendships and identifying feelings we experience, these could be.
We learn strategies on how to cope and deal with fallings out and how we can move on, deciding on whether we make up or go our separate ways.
Amazing me – Self-esteem
Learning ways of celebrating ourselves for who we are, identifying our strengths and concentrating what we are good at and the positives.
Calm me – Anxiety
This intervention can be used for children who can become dysregulated through frustrations they may have. Identifying that our feelings and actions may come from a place of the unknown, therefore displaying behaviours that may come across as anger/frustration.
Finding me – Sadness
An intervention that explores what sadness is, where it may come from and how we live and cope with it through different strategies.
Memories and me – Loss
This intervention is there for children who are struggling with the loss of something or someone they love or care about, this is a sensitive intervention that is delivered with empathy. The intervention looks at the best way help a child understand their feelings associated with loss in a way they can understand.
Loss isn’t just about someone that has passed, for a child this could be.
