MENTAL HEALTH Assembly corner ng mental health At the second, the teenagers questioned a man with
mental health problems (one of the research team) about his problems and life experiences. The third session explored what we all need to feel
secure and happy, and how we might respond if we did not have those things – in other words, explored the way that life experiences contribute to mental health problems. The final session presented the teenagers with
information to challenge myths about mental health problems (such as that sufferers are dangerous). This short programme produced marked change
in the teenage participants toward a more positive and understanding attitude to mental health problems. Educational programmes which emphasise psycho-
social rather than bio-medical causes of mental health problems (such as Dr Sholl’s) have repeatedly been shown to improve adolescents’ attitudes to those suffering from such problems. The potential knock-on effects of this are important. For example, as the tendency to “demonise” those
with problems declines, one would expect bullying and social rejection to decline too, making life a great deal easier for adolescents with mental health problems. And in helping teenagers to understand that mental health problems are a reaction to stress of a kind that anyone might have, one would predict that admitting to having such a problem, and seeking the help needed, would become very much easier.
Asking for help
Mental health problems can be treated. But to gain the benefits of treatment, the young have to admit a problem and reach out for help. And to do that, they need to understand that such problems do not put them “beyond the pale”, and can often be resolved with a little help. Research such as Sholl’s suggests that relatively simple interventions to change attitudes to mental health problems have a key role to play here.
SecEd
• Dr Stephanie Thornton, a chartered psychologist, is a former lecturer in psychology and child development.
“The more that you read, the more things you will know. The more that you learn, the
more places you’ll go.” Theodor Seuss Geisel – Dr Seuss – (1904-1991), American writer and cartoonist
“The education of a man is never completed until he
dies.” General Robert Lee (1807-1870), Confederate General during the American Civil War
“Educating the mind without educating the heart is no
education at all.” Aristotle (384-322BC), Greek philosopher
“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the
thoughts of other men.” John Dewey (1859-1952), American philosopher
“Education is the art of
making man ethical.” Georg Hegel (1770-1831), German philosopher
Resources of all sorts are poured into this problem,
and though the rates of suicide among the young seem to have fallen over the past 10 years, rates of depression, anxiety, self-harm through cutting, dieting, drink and drugs and other manifestations of mental health problems have not. There are a number of things we can do (see boxout,
left). But there is one issue which has generally been overlooked – and that is to do with the role that teenage attitudes to mental health problems plays in how they handle such problems, and crucially, whether they seek the help they need. Why do teenagers find it harder than adults to seek
help for their mental health problems? Those with mental health problems are commonly seen (by people of all ages) as “different”, “not like me”. Sadly, it is a human tendency to demonise those who are different from ourselves. All too often they are not only excluded from our society but bullied and harassed as well. Adolescents in particular tend to be intolerant of
those with learning disabilities or emotional problems, those who are different in some way. It is hard for anyone to admit that one is oneself a member of a stigmatised “out-group”. Adolescent reluctance to seek help for mental health problems may well be strongly driven by reluctance to admit to having such a problem, with all the negative self-attributions that that carries for this age group. It may look like a better option simply to soldier on alone – even if the end of that journey is a final opting out in suicide.
Attitudes getting worse
Attitudes toward those with mental health problems have been worsening. Despite extensive information
problems at any one time. And though we tend to assume that girls have more such problems than
‘
boys, the reverse is true. Over 13 per cent of teenage boys have real mental health problems
SecEd • March 17 2011 ’
campaigns, research has shown a marked increase in negative views of those with mental problems over the past decade. Why so? Research suggests that how we respond to those with mental illness is influenced by how we understand the origins of that illness. Specifically, it seems that hostility is highest when
people view mental illness as having a biological basis: being rooted in some genetic dysfunction, say, or a physical illness. And unfortunately, information campaigns in the past have tended to emphasise such causes, perhaps inadvertently contributing to worsening attitudes in the process. By contrast, when we perceive mental illness to be
the consequence of stressful experiences of a kind we can all understand, we are very much more disposed to be sympathetic toward sufferers. The more others look like ourselves, the more readily we can identify with them. And in fact, most mental health problems relate directly to life stresses of a kind most people can understand. Even problems that are associated with a biological disposition (such as schizophrenia) are never purely biological in origin: they too reflect stress and circumstance.
Changing attitudes
Adolescent attitudes to mental health problems can be pushed toward more positive views surprisingly easily, with the right kind of intervention. For example, the clinical psychologist Dr Catherine
Sholl and her colleagues ran a short programme (four 50 minute once-a-week sessions) for 13 to 14-year-olds in an inner London school. The first of these engaged the teenagers in a discussion of attitudes and ideas about people with mental health problems.
Government statistics suggest that around 10 per cent of teenage girls have mental health
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awards and grants � PRIMARY/SECONDARY � Kelloggs Active Living Fund
The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.
Award criteria The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.
Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.
Applications will be judged against two key criteria: Project type and benefi ciaries.
You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.
Three good examples of high priority applications are: n A project that establishes exercise classes where mums and kids exercise together.
n A walking project designed for adults and families.
n A project which enables adults and children to learn to swim together.
The Active Living Fund will not make a grant: n To individual athletes, sportsmen and women.
n For costs associated with salaries or posts.
n To profi t-making organisations. n Towards transport costs, as all projects should be accessible to ensure sustainability.
� PRIMARY/SECONDARY � The BBC Wildlife Fund
The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.
Award criteria The remit of the BBC Wildlife Fund is: n To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.
n To help protect and improve the natural habitats that wildlife and humans share.
Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of
wildlife charities to assess how and where the money can make the most difference.
The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.
BBC Wildlife fund Deadline
Likely to be sometime in December 2007
Amount of award As yet unknown
Contact details BBC Wildlife Fund PO Box 60905 London W12 7UU
web:
www.bbc.co.uk/savingplanetearth/ aboutus/
index.shtml
Fundraising for Schools September 2007 7
n To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.
n To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.
Kelloggs Active Living Fund
Deadline Ongoing
Amount of award Up to £1,000
Contact details email:
darren@communityfoundation.co.uk web:
www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund
The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M
The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.
In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.
The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).
Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.
National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.
Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.
Grants made by the trust are usually: n One-off donations for a specifi c capital project.
n Funding for part of a project, typically items of furniture and equipment.
Applications are rarely considered for:
n Core funding and / or salaries. n Revenue expenses. n Major building projects.
Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.
The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is
The following guidelines should be considered when making an appli to the trust:
n Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards
the sources o and expecte activities by project; an are applyi
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Fundraising for Schools
December 2007 Issue 84 Your practical guide to raising money
On the agenda: Creating chances
arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.
urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.
ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be
s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.
he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at
ssue etition
s
g s
the top of the educational agenda, where they belong.
Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.
In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...
2
3 4 5
6-9
10-11 12-13
14-15 16
Also in this issue... In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.
And finally... As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@
markallengroup.com. Therewill b for themost inte id
All about Fundraising for Schools
Fundraising for Schools is a monthly (11 issues per year) newsletter which keeps the school fundraiser up-to-date with possible extra sources for funding. A subscription will save hours of research at the library and on the phone.
Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription formon page 16 or call freephone 0800 137 201 and ask for the subscriptions department.
Fundraising for Schools is the leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: n Relevant to schools. n Useful for schools. n Benefi cial to schools.
Fundraising for Schools is written for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.
Whether your school is seeking funding for a specifi c project or just raising funds to aid its development then Fundraising for Schools is for you.
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