Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid

Evans, Stephanie (2022) Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid. In: 52nd European Association for Behavioural and Cognitive Therapies Conference (EABCT 2022), 7-10 September 2022, Barcelona, Spain. (Unpublished)

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Abstract

The wellbeing and mental health of teachers and pupils is slowly becoming an important part of settings and schools. Jones (2020) identifies that it is necessary for a whole school to adopt a cultural shift that encompasses wellbeing at the heart of its agenda. The wellbeing of adults and pupils is inextricably linked (Harding et al., 2019), and when teaching about wellbeing it is difficult to separate as factors that impact on adults, and also on pupils. This is why some of the activities included in this session will support both adults and children. The World Health Organisation (WHO, 2012) states that mental health disorders cannot be separated from human rights issues. The vulnerability of a person to mental health conditions will be increased if their lives are linked to certain risk factors. These might include: loneliness lack of education poverty malnutrition bullying racial/sexual harassment exposure to aggression, violence and trauma abuse power imbalances early childhood experiences It is therefore important that while establishing understanding of our own wellbeing we also work on approaches to prevention, particularly if we know that we are at risk. Graham and Truscott (2020) consider wellbeing as an inter-related term that includes many of the above factors. It is an individual responsibility to understand what drives our own wellbeing, as well as acknowledging the impact of risk factors/environment (Borrelli et al., 2014). During and post pandemic, I have been working with student teachers on their ability to manage their own wellbeing, and in turn, to understand the impact on pupils and families in schools. I have used a wellbeing module approach to implement CBT activities to develop preventative strategies, and raising awareness of their triggers and responses.

Learning Objectives
By the end of the class participants will be able to:
1. Consider how to encourage the concept of resilience as a ‘fuel’ for better mental health in students/young people/children.
2.Develop an understanding of how to promote responsibility for personal well-being and mental health in students/young people/children
3. Have knowledge of support mechanisms and be updated on current legislation regarding well-being and mental health.

Item Type:	Conference or Workshop Item (Workshop)
Departments:	Institute of Education > Initial Teacher Education
Additional Information:	Clinical skills class 10.
Depositing User:	Anna Lupton
Date Deposited:	03 Oct 2022 10:33
Last Modified:	13 Jan 2024 13:47
URI:	https://insight.cumbria.ac.uk/id/eprint/6624

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