STUDENT WELFARE STUDENT WELFARE
In last year’s Scottish edition of SecEd, Tina
Stockman told us how she had been using
cognitive behaviour therapy with troubled
students. Here, she tells us all about her
latest project, Putting the Pieces Together
S ANYONE who has initiated an pilot programme, particularly about “selling” the idea
A
educational project can tell you, to teaching staff, parents and health professionals.
the tricky parts are threefold: This made implementing the new programme much
• Finding people to listen to you. easier. We also realised that we would need to develop
• Finding to people to fund you. customised materials in order to support the pupils and
• Finding people prepared to work exploit our personal areas of expertise. That was how
with you. the programme, Putting the Pieces Together, emerged.
As anyone who works with human beings can Consisting of 10 two-hour sessions, it took place
tell you, these three aspects involve risk, luck and during the school day. There were also meetings
exposure. with parents/carers, and planning meetings with senior
I have omitted mentioning (for fear of tempting management and the guidance team.
fate) that if you succeed, you gain confidence, meet As we had established a programme the previous
great people and – please read this in a whisper – have year, we met little opposition from teachers regarding
a really good time too! the withdrawal of pupils from class. Guidelines were
I have organised several school projects for children also issued to guidance staff concerning the selection
who, for various reasons, failed to thrive within of pupils.
mainstream education. These projects have drawn on We reminded staff that we were offering a
my experience as principal teacher of guidance, and programme that complemented or prevented medical
teacher of art and media studies. I usually work with intervention – not a “sin bin”.
groups of S2 pupils and have been fortunate in finding Our group consisted of seven children; six boys and
generous and skilled tutors at local arts institutions one girl. The problems included aggression, ADHD,
prepared to offer time and expertise assisting these truancy, lack of confidence, bereavement, bullying
vulnerable children. (victims and perpetrators), and race issues.
In 2007, I thought it was time to take my work in We produced two manuals – one for pupils and one
new directions and I attended a FRIENDS training for staff. As well as containing all the student materials, Putting
day at Stirling University. FRIENDS, (an acronym for the staff manual gave details of the programme structure
Feelings; Remember to relax; Inner helpful thoughts; and advice about setting it up. We also included
Explore solutions; Now reward yourself; Don’t forget templates for letters to parents, permission requests to
to practise; and Smile!) is a programme designed to staff, pupil selection criteria, and information sheets for
help vulnerable young people cope with stress and colleagues and parents.
prevent or complement medical intervention. The pupils were given their manual both as hard copy
The programme, which draws on cognitive behaviour (for immediate use) and on a memory stick. This gave
therapy techniques and two teaching philosophies them the option of working at home and pre-empted
(the Peer Learning Model and Experiential Learning), excuses about losing work. Even if the dog did eat their
was developed by Dr. Paula Barrett, a clinical child memory stick, it would (ultimately) be retrievable!
The Pieces
psychologist. One of our major decisions was to do away with
Importantly, it can be presented by teachers, nurses, conventional work sheets. We provided 10 blank, inter-
and youth workers, as well as health professionals. locking jigsaw puzzle pieces with the manual. At the
With encouragement and support from John Murray, end of each session the pupils recorded their responses
headteacher at Aberdeen’s Harlaw Academy; David on the puzzle piece. They could draw, write, add
Alexander, health improvement officer at Aberdeen photographs or use a private code. At the beginning of
City Public Health Team; and Louise Murray, school the next session, they checked over their responses and
nurse, we piloted the FRIENDS programme in 2008. added or removed items.
Our efforts proved successful and we gained funding Experience had taught us that it was advisable to
for a similar programme in 2009. limit the number of activities in each session. This
Ms Murray and I learned a great deal from the meant that we could comfortably cover the main issues
Together
while allowing time for pupils to take the session in
directions of their choosing. We began with basic items
like introductions and ground rules, and continued
‘
Experience had
with positive thinking, friends and family networks,
emotions, relaxation techniques, handling conflict,
taught us that it was
health issues, role models, dream scenarios, challenging
situations, and social responsibility. lunchtime but we remained with them – that was part undertaking of this nature – was that everyone was kept
advisable to limit the
At the end, we had a party and, instead of issuing of the safe haven deal. “in the loop”. We reported regularly, both formally and
evaluation sheets, we all recorded our thoughts using Gradually we came to realise that it was our informally, to parents, senior management, guidance
a video camera. We then went to the art department attention and protection that they actually wanted. staff, and community health professionals.
number of activities
where we put together the jigsaw puzzles. These were A large secondary school can be a daunting place at Ms Murray and I were in frequent communication
passed to Chris Ganley, community arts officer with the lunchtime. Although CDs, DVDs and a computer were with each other which, almost by accident, resulted
in each session. This
Arts Development Team at Whitespace, Aberdeen, for available to them, the main lunchtime activity was in a diary chronicling the highs and lows of our
adaptation into a more permanent artwork. simply play and chat. experiences.
meant that we could
I would have liked to say that the project was a One can forget that 12-year-olds, even those who are In these troubled times, when notions of family
totally hassle-free, heart-warming experience. To do already six feet tall with the physique of a professional and social cohesion are being brought into question,
that, I would have to live in an alternative, utopian rugby player, welcome the opportunity to set aside the it is important that there is some stable, confidential
comfortably cover
universe or – the easier option – lie. strain of maintaining a “cool” image and relax into provision where troubled pupils can air their disquiet
Our very first session appeared to be going well being, well, just kids. and confusion and discover techniques for coping with
the main issues while
so we thought we would take the youngsters for a A problem we had not foreseen was the antagonism, them.
walk. Hardly had we stepped outside when “Anger or perhaps jealousy, of other pupils. Ms Murray and I The working combination of teaching and nursing
allowing time for pupils
Management One” and “Anger Management Two” tried to be discreet and keep the programme low-profile. professionals gives access to a wide range of educational
went head-to-head and started fighting. Our tiny room was literally in the eaves and took not and medical support procedures. We look forward
Fortunately, the matter was dealt with within only some ingenuity to find but also required (perhaps to continuing with our work and disseminating our
to take the session
seconds – not by us, the adults – but by the other appropriately) a willingness to tolerate intermittent experience and resources to a wider audience. SecEd
group members, who calmed the situation and gave the head banging.
in directions of their
culprits a (rather old-fashioned) dressing down. However, the pupils saw no need for discretion and • Tina Stockman is a teacher and co-ordinator of the
It took at least three weeks for the group to “gel” delighted in telling their classmates of the attention and Putting the Pieces Together programme at Harlaw
choosing
and start to support one another. We were lucky in treats they were getting. We found groups of children Academy, Aberdeen.
having a small room that the pupils came to regard as a hanging around the door at lunchtime, occasionally
“safe haven”. We allowed them to stay in the room at becoming aggressive when refused entry. Around the
Further Information
school we were confronted with the question: “How This was a follow-up to the article Everybody needs
bad do we have to be to be in your group?” FRIENDS, published in SecEd’s Scottish edition,
Putting The Pieces Together C
’
ourse Outline
In the fullness of time the glitches ironed themselves August 28, 2008. Search online at www.sec-ed.co.uk
• Beginnings: Ground rules. Why are you here? Introductions and about you.
out and we all relaxed into the programme and started to read it.
• Think Strong: Positive Thinking. Your skills. Making little improvements.
making progress. The pupils enjoyed the materials For details on obtaining copies of the Putting the
• You and Others: Your people network. What makes a friend? Understanding others.
and approached the activities with enthusiasm and Pieces Together resources, contact mediastudies@
creativity. We were impressed by their articulacy, fastmail.co.uk
• Feelings: What are feelings? Your body and your feelings. Learning to relax.
general knowledge, quirky interests, humour and Tina Stockman and Louise Murray’s A collaborative
• Coping with Conflict: Different kinds of conflict. Handling Conflict. Coping with charm. approach to pupil mental health in a Scottish secondary
everyday problems. Agony aunt.
Gradually, the youngsters entrusted us with personal school was published in The British Journal of School
• Looking After Yourself: What do you eat? Do you get enough exercise? Looking good,
information and sought our advice – a major factor Nursing, December 2008. Visit www.school-nursing.
feeling good.
being Ms Murray’s established position as school co.uk for more information, or search for the article at
nurse. www.internurse.com.
• Role Models: What is a role model? Choosing a role model. Being a role model.
It was very satisfying to have year heads and
• Dream Scenarios: Challenging Situations. Real Scenarios. guidance staff note that there were improvements Joining together: As part of the Putting the
• Putting Something Back: Put something back into society.
in pupil attendance and behaviour. It was equally Pieces Together programme, students are
• Putting the Pieces Together: A record of your journey. Party time.
rewarding to have parents comment on the positive encouraged to write their ideas on puzzle
effect the programme was having on their children. pieces that are later pieced together to
An essential part of the programme – or, indeed, any form one piece of work
8 SecEd • August 27 2009
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