Promotion

124 MENTAL HEALTH PROMOTION
Examples of realistic good practice (national and local)
in a variety of cultural circumstances
As in the other lifespan chapters examples of projects and methods are provided which
have applied theory and principles of health promotion. They have not always been
subject to extensive evaluation.
Developing social, emotional and behavioural skills
Social, behavioural and emotional learning is being piloted in 50 UK schools in contrasting
LEAs through the Developing Social, Emotional and Behavioural Skills programme,
across the whole school (DfES 2005). The programme is based on a study in
2002 (Weare and Gray 2003) that identified how LEAs viewed problem behaviour as
having underlying social and emotional causes which need to be addressed in a holistic,
environmental way rather than through approaches which focus on detection,
containment, negative reinforcement and punishment. The review included a number
of case studies. For example in 1998 the chief educational psychologist in Southampton
and the chief inspector for Southampton Education Service embarked on a programme
to promote emotional literacy through a range of activities including:
• The development of the emotional literacy of LEA managers through seminars,
presentations and publications for headteachers, teachers, governors, parents,
pupils, police, colleagues in health and social services, and employers.
• The publication and implementation of a behaviour support plan with emotional
literacy as the central focus for the promotion of a pupil inclusion project to reduce
exclusions.
• Training and development in anger management and running anger management
groups on an apprenticeship cascade model.
• Delivering modular training for senior teachers on behaviour management.
• Delivering anti-bullying training to teachers from 45 schools.
• Devising strategies to combat racial harassment.
The data show that work to promote emotional and social well-being, as well as
being successful in its own right, appears to have contributed positively to the LEA’s
wider strategic aims and educational standards more generally. In 1997 in Southampton
LEA there were 113 permanent exclusions. By 2001, this had been reduced by more
than 60 percent with no corresponding increase in fixed term exclusions. Most
encouragingly, no looked after pupil, the most vulnerable group in the exclusion
statistics, had been permanently excluded, and attendance rates had increased (Weare
and Gray 2003).
Working with marginalized young people
Young people, particularly young men, marginalized as a result of factors such as
unemployment or socio-economic disadvantage, can be difficult to engage in mental