Mental Health Services - Resilience Development Company - submission - 10 October 2018

Emma Ogilvie, Director, Resilience Development Company Dear Tom

Many thanks for your email and we'd like to submit the attached case studies which we believe will provide both evidence and insight into current trends in mental health in Jersey. Our preference would have been to be able to present the attached case studies and below comments facetoface so apologies for the complexity.

Myself and representatives from the social enterprise company Resilience Development Company attended the SOJ Mental Health Review starting in 2015 to drive forward preventative measures around good mental health and to promote meaningful and measurable outcomes. As a service provider, the company works alongside corporate organisations, UK NHS, Education, Third Sector and Government departments to better support mental health.

Furthermore, in response to the review, I was instrumental in forming the Resilience Matters charity alongside a panel of 13 local industry members who understand the local challenges associated with mental health. These committee members are from diverse backgrounds and expertise ranging from Health, Education, Third Sector and Business and work collectively to remove barriers faced by local people within the community, so they can access the skills to better manage their own and their family's mental health. Of note is that the Parent Project data illustrates 40% of the parents reported that their anxiety levels resulted in an inability to function yet chose to engage with Resilience Matters. 150 Parents enrolled within 24 hours of launching the service in 2015. As a service provider, the charity works alongside Education and Third Sector to better support mental health.

Actions were taken post Review through the following projects that directly relate to key priority 2: prevention and early intervention.

Resilient School Project – Haute Vallee (attached)

• Provides further insight into the recent Children's Commissioner Report, specifically around:

1. Prepost measurement of anxiety levels (relating to p.19 Figures 28 & 29 of report) and the impact of the resilience intervention to facilitate skills to enable young people to identify, regulate and communicate their emotions with others.
2. Experiences of bullying (Relating to p. 12 Figure 14) and the impact of the resilience intervention to facilitate skills to enable young people to better understand their emotions, the behavioural consequences and have the skills to navigate difficult relationships and situations, discuss sensitive issues, feel listened to and can talk about their emotions without feeling vulnerable.

*year 10 feedback:

Student selfreporting "becoming easily annoyed or irritable showed a 50% decrease. Student selfreporting "worrying too much about different things" showed a 43% decrease.

Student selfreporting "trouble relaxing" showed a 50% decrease.

Student selfreporting "being so restless that it is hard to sit still" showed a 40% decrease.

Student selfreporting "feeling afraid as if something awful will happen" showed a 60% decrease.

Student selfreporting anxiety levels impacting their ability to function decreased from 40% (preprogramme) to 0% on key indicators.

Student selfreporting anxiety levels were decreased from 60% (preprogramme) to 20% on key indicators.

100% skills helped me to communicate better, even when things are difficult and I feel stressed.

100% helped me make sense of difficult relationships and arguments at home and school.

100% helped me make sense of my emotions and feel less stressed.

100% helped me make better decisions and solve problems with a clearer head.

50% improved my ability to work as a team.

*teacher feedback relates to the impact of the resilience intervention to enable the teachers (the support network around the young people) to better manage their own mental health and support young people navigate through difficult relationships: Number of teachers reporting increases in:

67% ability to deal positively with pressures and stress in the workplace

75% ability to think accurately in challenging times

83% understand why people disengage and how to deal with it.

42% has improved their ability to engage with others.

67% ability to communicate, resolve conflict and solve problems.

83% improved teamwork and communication.

91% skills are vital to developing a great culture.

82% now use these skills with students and colleagues.

See a direct link between the skills and:

92% improving wellbeing

92% mental health

Resilient Parent Project – training delivered by Resilience Development Company and funded by Resilience Matters (attached)

• Provides further insight into the recent Children's Commissioner Report, specifically around p.27 Figure 36 – parenting support and support for young people making the transition to adulthood.

Prepost measurement of anxiety levels

Parents selfreporting "becoming easily annoyed or irritable showed a 31% decrease. Parents selfreporting "worrying too much about different things" showed a 37% decrease. Parents selfreporting "trouble relaxing" showed a 34% decrease.

Parents selfreporting "being so restless that it is hard to sit still" showed a 43% decrease. Parents selfreporting "feeling afraid as if something awful will happen" showed a 52%

decrease.

Parents selfreporting anxiety levels impacting their ability to function decreased from 40% (preprogramme) to 4% on key indicators.

Parents selfreporting anxiety levels were decreased from 58% (preprogramme) to 15% on key indicators.

Number of parents reporting:

90% increased ability to deal with the pressure and stress of life.

94% ability to improve relationships and resolve conflict much easier.

95% feeling more confident and in control.

90% ability to manage their own and their family's mental and emotional health.

94% ability to more confidently manage thinking in stressful and challenging times.

We have not been asked for any further involvement from the Review, given any support or been asked for any updates on these projects (or indeed been updated of progress in general) and feel these case studies highlight the further work needed to address mental health in Jersey, specifically from a preventative approach.

We would like to formally request a private hearing with the Scrutiny Panel at the earliest convenience.

Emma

Emma Ogilvie | Group Station Commander l Director

Discover our resilience blog by clicking here.

caseSTUDY

BACKGROUND

Throughout 2016/2017, social enterprise Resilience Development Company set their toughest challenge to date. In contrast to delivering their resilience programme to leaders and managers from FTSE 100 companies, they swapped the boardroom for the classroom to work in partnership with Haute Vallée Secondary School to directly support a diverse set of 12 Year 11 and 12 Year 10 students currently preparing for their G.C.S.E examinations. 15 teachers also joined the programme who provide a support network

around these students. A skill-based approach

was taken towards tackling barriers to learning and increasing positive mental health, to ensure students are better prepared for success in the

Haute Vallée school explained that: "A diverse set of students were chosen for the programme facing a range of challenges from high anxiety, poor motivation and attitude to learning through to low levels of confidence and self-esteem. Introducing a common language into the school environment will help students discuss and manage their current challenges, their relationships and mental health, without feeling vulnerable. Whilst finding ways to resolve issues at home and in the school

setting."

RESILIENT SCHOOL PROJECT HAUTE VALLEE 2016-2017 STUDENTS AND TEACHERS FEEDBACK

Year 11  STUDENTS

REMOVING SOCIAL & CULTURAL BARRIERS TO LEARNING

Interact with others, work as a team, think creatively & become solution focused.

 75%

SKILLS HELPED ME TO COMMUNICATE BETTER, EVEN WHEN THINGS ARE DIFFICULT & I FEEL STRESSED

 75%

HELPED ME MAKE SENSE OF DIFFICULT RELATIONSHIPS & ARGUMENTS AT HOME & SCHOOL

 40%

HELPED ME PREPARE FOR EXAMS

 88%

IMPROVED MY ABILITY TO WORK IN A TEAM

STUDENT RESUL01TS Removing

EMOTIONAL BARRIERS TO LEARNING

Confident & motivated learners, growing & learning through mistakes, celebrating strengths & engaging with goals.

100% 75%  100%

HELPED ME MAKE  HELPED ME MAKE  IMPROVED ABILITY SENSE OF MY  BETTER DECISIONS  TO ACHIEVE MY EMOTIONS & FEEL  & SOLVE PROBLEMS  GOALS

LESS STRESSED  WITH A CLEARER

HEAD

88% 75% 63% CONTINUES TO HELP  HELPED ME TO BE  HELPED ME BE MORE

ME THINK  MORE CONFIDENT  POSITIVE & TRY NEW DIFFERENTLY  EXPERIENCES

"We teach the same set of skills to board level professionals across a diverse set of industries ranging from FTSE 100 companies to NHS professionals and they all tell us the same thing; these skills should be taught in schools. In addition to the obvious benefits associated with creating future leaders with strong social skills and the ability to think

strategically the programme teaches evidence based skill to enable students to better manage their emotional and mental health. For us, prevention against poor mental health is fundamental in today's society. Our programme gives people the language in

which to manage their mental health without

feeling vulnerable."

- David Ogilvie FCMI MIOD DMS DIPIOD Director - The Resilience Development Company

8.3 After

THE AVERAGE LEVEL

RESILIENCE ACROSS STUDENTS INCREASED BY 3.5 BASIS POINTS 4.8 Before

"• "I now use the skills to help me with diSTWhat has been the biggest change in you since starting the programme?UDENTS fficult conversations. It's much easier for me to spot when I am being dismissive or jumping to a STUDENTTESTIMONIALS02

Year 11

• " I now find it easier to express myself in lessons and participate more when answering questions. I feel it focused my attention on what I want to achieve, goals and my future."

judgement. I see far more good in people now!"

• "I am more confident in my own abilities and feel I can achieve my goals."

• " I was pleased with my performance as a Jersey Archer but after being on the programme I knew that instead of aiming to qualify for the Island Games, I believed I could make the GB Olympic squad. I now train with the top archers all over the world and am being coached as a future Olympian. Not only this, I taught my family some of the skills too!"

• "Sometimes, before the programme, I would get so anxious & upset over things I now have much more control over my emotions and use the strategies to help me keep calm."

• "I used to worry a lot and this would lead to me having time off school. I really don't think I would have coped with the stress of G.C.S.E's without this programme. It helped me with my worrying and lack of self-belief."

• "I know I am quite clever but I was really worried that I wasn't good enough. I used to doubt myself and allow my negative thinking to affect my outlook on my future. I also used to worry a lot which my friends did too, I taught them how to avoid this."

• "I used to get stressed very easily but I now know how to regulate my stress levels. I use a lot of the skills now without even thinking."

• I am painfully shy and have little confidence in my own abilities. I enjoy writing songs and composing music. When I had to perform before completing this programme, I would feel sick and believe that I was going to mess it up and fail. I also made opinions of people I didn't really know and allowed myself to believe they were better than me. Since completing the programme it gave me the courage to apply for scholarships in the UK with people I don't even know and I would never had considered that before! I didn't get in this year but

I am going to keep trying and seek out opportunities I wouldn't normally have even given a second thought to."

" What would you tell someone thinking of attending the programme?

• "It's worth while and I would recommend it."

• "Good at building and developing skills."

• "Don't give up and go to all of them if you can because it is fun."

• "It helps boost confidence and think of stuff differently."

• "It is difficult to start with but it is worth it."

• "Go for it!"

• "Pay attention and that you will find things to talk about and understand yourself doing it."

YSTeUar 10DENTS STUDENT RESUL03TS

Removing

REMOVING  EMOTIONAL BARRIERS TO LEARNING SOCIAL &  Confident & motivated learners, growing & learning through

CULTURAL  mistakes, celebrating strengths & engaging with goals.

BARRIERS TO

100% 100%  63% LEARNING

 100% LESS STRESSED  WITH A CLEARER

HELPED ME MAKE  HELPED ME MAKE  IMPROVED ABILITY SENSE OF MY  BETTER DECISIONS  TO ACHIEVE MY EMOTIONS & FEEL  & SOLVE PROBLEMS  GOALS

SKILLS HELPED ME  HEAD

TO COMMUNICATE

BETTER, EVEN

WHEN THINGS ARE

100% 63% 94% DIFFICULT & I FEEL

STRESSED

CONTINUES TO HELP  IMPROVED  HELPED ME BE

ME THINK  CONFIDENCE  MORE POSITIVE &  100%

DIFFERENTLY  LEVELS  TRY NEW EXPERIENCES

HELPED ME MAKE  "The student Resilient Leaders wear their

SENSE OF DIFFICULT  badges with pride knowing they've achieved

RELATIONSHIPS &  something special. One particular student on

ARGUMENTS AT

HOME & SCHOOL  the programme has a very turbulent life and

was facing an incredibly difficult

time.However, after the programme they

 88% doubt the programme has had a huge impact

flourished and became a support for peers,

demonstrating incredible resilience. I have no

HELPED ME PREPARE  on the students, indeed several students have

FOR EXAMS  told me."

- Haute Vallée teacher

 50% 9.0 After

IMPROVED MY  THE AVERAGE LEVEL

ABILITY TO WORK IN  RESILIENCE ACROSS STUDENTS 3.3 Before A TEAM  INCREASED BY 5.7 BASIS POINTS

YSTeUar 10DENTS STUDENT RESUL04TS

Self reported anxiety levels

BEFORE RESILIENCE TRAINING AFTER RESILIENCE TRAINING

60%

Reporting high levels of anxiety.

40% 20% Reporting that  Reporting high

anxiety impacted  levels of anxiety. ability to function.

0% Reporting that

anxiety impacted ability to function.

% of students reporting reduction

IN ANXIETY ACROSS 5 INDICATORS AFTER

70 70 43% BEFORE 56 decrease 40%

42 50% 50 decrease

40 40 decrease

28 30 14 20

0

Worrying too much  Trouble relaxing Being so restless that about different things it is hard to sit still

80

80

64 50% "Put simplydecreased significantly, anxiety levels ,

decrease resilience levels nearly

48 50 60% doubled and students were able to function

32 40 decrease better in the various

aspects of daily life."

16 20 Louise Scambler - PrLead, Resilience  oject

Development Company

0

Becoming easily  Feeling afraid as if

annoyed or irritable something awful will

happen

Year 10 STUDENT TESTIMONIALS05

STUDENTS

"What has been the biggest change in you since starting the programme?achieving my goals, seeing things differently and

• "It has helped me sit down and think about

helping me everyday, not just in school. I always

show my friends the positives now and how to

control situations."

• "I keep a notepad beside my bed in case I think

of something and don't want it to stop me

sleeping, I also use the 90/20 time management

skills for homework, I listen more to my friends

and consider their point of view now."

• "When my parents don't listen to me I

communicate using the frameworks taught. I also

use this with my friends."

• "I've used my skills with my parents when I start to argue, I just let it go because life will go on! I also use them to help my friends think straight."

• "I use the time management skills to help with my homework and revision."

• "I have been sleeping better, and I use the skills sometimes with my friends."

• "When I have an argument with my friends."

• "Used it last week on a friend that was stressed."

• I've used the skills when I have arguments & I have been spotting strengths in other people."

• "All the time in everything I do!"

"How have the skills helped you with your learning?struggle with, the skills have made me more

• "I use Tactical Breath technique in the subjects I

motivated to pass my exams and achieve my

goals as well as lowering my stress."

• "Tactical Breath with Maths when I feel

frustrated."

• "In English I tell my friend to not give up and use Tactical Breath and try again. I take regular breaks when revising so I can stay focused."

• "I've used my skills in every subject by not over- thinking, at home I use the time management skills to help with revision with 20 min break."

• "In Business Studies I used SWOT and I use the other skills to help me at home and to plan my

school work."

• "I use them all with homework in all subjects, it makes me feel less stressed."

• "I've used them in most subjects, and if people wind me up I try to ignore them."

• "I have used the skills in lots of lessons to help me deal with stress and anxiety."

• "This programme has helped me a lot."

• "I use it in English a lot and it has definitely helped me with school/homework."

• "I use it in English and I use it for homework as well."

"Anything else you would like to tell us?

• "Helped me see things from a different point of view and stopped me worrying."

• "I feel more relaxed, I listen more to others."

• "I've become a better person overall. I feel like I'm a nicer friend."

• "I have started to see that my stress level has gone down from day one."

• "I am more calm and I feel that I am feeling more happy."

• "I have been doing my homework with no stress."

• "I've been acting better than I used to."

• "This course has helped me a lot."

• "I have more confidence in life."

• "I can plan things a lot better now and actually go through with it."

• "I am more positive and my self esteem has been boosted."

TPReOachersGRAMME 06 TEACHERS RESULTS

Number of teachers

REPORTING  REPORTING INCREASES IN:

THAT USING

THE SKILLS:

 83% 67% 75%  83% IMPROVED  ABILITY TO DEAL  ABILITY TO THINK  UNDERSTANDING

COMMUNICATION &  POSITIVELY WITH  ACCURATELY IN  WHY PEOPLE

TEAMWORK  PRESSURES & STRESS  CHALLENGING  DISENGAGE & HOW IN THE WORKPLACE  TIMES  TO DEAL WITH IT

 75% 75% 67%

IMPROVED THEIR  ABILITY TO

ABILITY TO FOCUS ON  UNDERSTAND  ABILITY TO STRENGTH  THEMSELVES  COMMUNICARESOLVE CONFLICT & TE,

SOLVE PROBLEMS

 58% 92% 92%  92% SEEING A DIRECT LINK BETWEEN THE SKILLS AND:

INCREASED THEIR

ABILITY TO BE

ENGAGED ON THE  IMPROVING  IMPROVING  MENTAL HEALTH JOB  WELLBEING  STUDENT

WELLBEING

 91%ARE VITAL TO  75% 75%

DEVELOPING A

GREAT CULTURE  REDUCING  REDUCING STUDENT

BEHAVIOUR THAT  BARRIERS TO

ERODES VALUE IN  LEARNING

THEIR ORGANISATION  8.3 After

 42% RESILIENCE ACROSS TEACHERS 5.9 Before

THE AVERAGE LEVEL

HAS IMPROVED THEIR ABILITY TO ENGAGE  INCREASED BY 2.4 BASIS POINTS

WITH OTHERS  ON A 10 POINT SC

TPReOachersGRAMME TEACHERS RESUL07TS

Sharing Resilience Skills

NUMBER OF  I HAVE BEGUN USING THESE SKILLS

TEACHERS

REPORINCREASES IN THEIR:TING  64% 82%

OUTSIDE OF WORK  WITH STUDENTS

67% 27% 82%

EMOTIONAL  WITH PARENTS  WITH COLLEAGUES RESILIENCE

92%  "What teachers had to say about the programme

"As a teacher, I thought that a high stress environment with limited MENTAL RESILIENCE time and resources was inevitable. However, as a senior member of

staff I have benefited from the skills taught both professionally and

personally. I'm much less stressed and much more effective with the

time and resources I have. The strategies have also shown me ways

to unlock more which makes my job so much easier! The other

great thing is that the skills are designed to be easy to use and

transferable which has enabled me to introduce the skills to those

around me resulting in a much happier and more productive place SOCIAL RESILIENCE42%

to work."

- Haute Vallée teacher

"The Resilient Teacher Programme was a

revelation to me and I'm a huge advocate.

The evidence based skills were fantastic in

increasing my self-awareness and enabling

me to work at my best. Before the

programme I was guilty of mind reading,

42% insights into myself and how I operate and  

jumping to conclusions and not dropping

the peanut! Resulting in some powerful

PHYSICAL RESILIENCE also understand strategies that can be  

used together with students to adapt their

own behaviours in a more productive and

positive way. I would highly recommend

this programme to anyone as it has taught

me invaluable life skills."

- Haute Vallée teacher

" What has been the biggest change in you since starting the programme? "What impact has the training had in your day-to-day life?

• "As a member of the support team it has given me  • "All areas of life. The programme has a unique way of

more understanding of why people may do certain  embedding the ideas, many I've come across before things and to look for the strengths that people  but never really used, as this goes deeper and

have." integrates them into daily life as it makes sense and is

• "Helping students." simple."

• "I am able to see things from a different  • "Dealing with stressful situations."

perspective, refocus in the face of adversity and  • "Helping control overworked thoughts."

the biggest thing has been the change in how I plan and evaluate problems and decisions."

• "I am more aware of my own social & emotional triggers, and therefore recognise them in the pupils more."

• "I have focused on prioritising things that are I can control and started to stress less about the things I cannot change. I have made decisions that have had a positive impact on my life."

• "Knowing myself better and being a stronger person."

• "More positive and calmer - enjoying coming to work each day knowing I now possess these skills

to deal with challenges and challenging situations."

• "More thoughtful and analytical in my approach."

• "The best change is understanding the change in the students who have participated and knowing why. The biggest change for me personally is ability to understand the factors that do cause me stress and realising it whilst still remaining in

control of the situation and usually solving the issues."

• "Whilst I thought the programme was very good, there hasn't been any big changes. I feel that I am already resilient and don't have any issues with dealing with situations - successfully. I would still

recommend the programme however, so that staff and students can work together using common strategies and language."

• "I feel better organised."

• "I have more energy because I am more positive and calmer in my approach to things. I focus on my strengths when times are tough and they lift my mood.

I don't feel worried about having to deal with difficulties the job may bring."

• "It has made me rebalance my work life expectations, helped me set goals and had a measurable impact on how I deal with stress."

• "On a day to day basis it has made me understand myself more and also understand others better. I'm spending more time doing things that make me happy.

• Think about situations in a deeper way."

• "I enjoyed the programme on many levels. There is always a sense of moving forward, embracing the good whilst providing skills to lose what doesn't serve you or you can't control. In a professional capacity I have additional tools to work with the students."

" day. It will help you answer so many questions on allowed me to improve on both a professional and

What would you tell someone thinking of coming on the programme?

• "The programme is invaluable, some thing's will be • "I cannot recommend this programme enough.

known to you but the way the programme is put Giving up two hours a week for 8 weeks is worth it

together links to everything you do throughout your for all the invaluable skills you acquire. It has

why you do things in certain ways and help you work personal level. The training provides you with the

out alternative ways to do things in the future that will skills to allow you to manage stress and pressure,

help you to be more productive and effective in all now I know to focus my attention on the things I can

areas of your life." control, allowing me to go about my day in a more

• "The programme is so worth undertaking to help positive and productive way. I feel fortunate to have

yourself and the students." been given the opportunity to attend this

• "This programme will not only have an impact on your programme and I know that it will have huge

daily practice but will also help you get the best out of benefits for my mental health as a teacher. Hearing

all aspects of your life. It will make you more able to from the year 10s this morning about how they have

approach goals in life and in work. It will give you a found the training was powerful. Students you

range of skills which will stay with you for ever. I wouldn't expect have changed their behaviour and

strongly believe that the full programme retrains your matured, just by attending this 8 week programme.

way of thinking and your way of dealing with a range So make sure you sign up - it will definitely improve

of experiences in life and work." your wellbeing on many levels."

• "The Resilience Programme has really made me think • "To go with an open mind, listen, question and value

about things in my life that cause me stress and how the time with colleagues discussing important

to manage them. I have explored the idea of issues."

prioritising my concerns and thinking about what I can • "Do it!"

control and not dwelling on things that are out of my • "Do the programme."

control. I particularly enjoyed looking at the different • "Give it a go!"

types of energy and how they affect my performance

as a person. I have learnt lots of skills that I can apply

in the workplace and outside of work. I have seen

some of the skills being applied by students. By doing

this the student was able to share what they had

written with me at the end of the lesson. This showed

how he did not get annoyed, as he was able to

control his emotions & behaviour by writing down the

situation instead of reacting to it. It also helped us

look at strategies to avoid this in the future."

• "A good opportunity, so that staff and students can 'use the same language' and practise the skills that have been taught."

• "It's difficult to explain the impact of the programme. I've loved it and find it especially important with colleagues from own school which is rarely possible and allows the opportunity for us to discuss and carry on applying the skills."

" What impact has the training had on your students? " More teacher feedback

• "The students are able to interact with a common

language. I hear them reminding each other to take a  "I looked forward to the training each week. It Tactical Breath, referring to POP!' and knowing how  is certainly allowing me to improve on both a

to support each other. The student Resilient Leaders  professional & personal level. First & foremost,

the training has provided me with the skills to wear their badges with pride knowing they've

allow me to manage stress & pressure - I now achieved something special. One particular student  focus my attention on the things I can control,

flourished and became a support for peers. I have no  allowing me to go about my day in a more

doubt the programme has had a huge impact on the  positive manner. Secondly, I am starting to feel students, indeed several students have told me." more energetic & productive at

"Able to offer them new techniques. They are  work.Furthermore, I am making a conscious

•

effort to tune into my strengths & I feel this is becoming aware how to help themselves and staff

starting to have a huge impact on the way I

can reiterate.The skills are invaluable for my SEMH  perform & behave, both inside & outside of students as they can now control responses." work. Finally, I feel fortunate to have been

• "It has been really useful working with some of the  given the opportunity to attend this

students that have also completed the programme it  programme & I know that it will have huge

benefits for my mental health as a teacher

has been great to be able to link things and support

which in turn will have a positive impact on my and remind them of the skills they have learnt when  performance & therefore a positive impact on

things may get tough." the students I teach"

• "Very positive impact on students and who have also

completed the course. I am able to speak to the  - Haute Vallée teacher

students using the same language."

• "When in contact with those who have completed

the programme, I am able to use the common

language and discuss the techniques."

WOULD SCHOOL LEAVERS BRING AS A RESULT OF THE TRAINING?

FINANCE

• The course is critical for young candidates to settle down and create the right platform and attitude to progress in the workplace. School leavers would benefit from resilience training by the Resilience Development Company as it would enable them to make quicker transitions into the workplace; more prepared and adaptable with the pace of change in corporate organisations. The Mindset of learning from failure would give them the confidence to try new things and learn from their experiences. Cara Dunford - HR Partner at RBC

• A school leaver who has been resilience trained by the Resilience Development Company would have the benefit of enhanced levels of self-awareness. The work environment is very different to the school environment, and there will be aspects that some school leavers find easier to adjust to than others. Improved self-awareness should make that transition easier to navigate. The school leaver will gain a practical took kit to use that will help them integrate and contribute quicker with less frustrations and the skills would give them confidence to overcome challenges they may face. They will also gain an appreciation / awareness of their own strengths. Emma Kirby - HR Director at UBS

EMERGENCY SERVICES

. • Firstly in interview it would be clear that the personal attributes gained from resilience development would provide an advantage for candidates. If successful and once in position with Jersey Fire & Rescue, the main

benefits would be the ability to multi-task without stressing and an approach that appreciates how to work with own and team member's strengths. Secondary a mature, balanced approach to a career. I would expect a person with energy and importantly an ability to focus that energy. Martin Allix - Head of Operations, Jersey Fire and Rescue service

CHILDCARE

• A resilience trained school leaver would be more likely to have the skills necessary to deal with the more pressured situations that arise when working with children and families. They may also be able to share their

resilience skills with parents and children through their actions, words and would likely have a better level of understanding and practice around communication, how to work well with others and how to respond appropriately to pressured situations.The skills contribute towards how someone can deal appropriately and well with any

situation that arises. Fiona Vacher - Executive Director JCCT

WOULD SCHOOL LEAVERS BRING AS A RESULT OF THE TRAINING?

UTILITY SERVICES

• With the changing world of work, individuals are encouraged to take ownership of their development and to recognise their leadership style, how to flex/adapt, collaborate and make decisions. The school leaver having already been on the resilience programme would be aware of their strengths, understanding of perspectives and what they could offer the company, making them more willing to take on challenges/change which is critical in the work environment. Cheryl Kaye - Human Resources Manager at Jersey Water & Chair CIPD Jersey

How might the skills

GIVE THEM A COMPETITIVE ADVANTAGE OVER OTHER CANDIDATES?

FINANCE

• It would give them a competitive advantage over other candidates in the application process compared to someone who had the same academic results, these are life skills that can bring a level of maturity and maintain a level of reflection on how they are progressing. They could also use different examples in their interview which others may not be able to demonstrate without the training. Cara Dunford - HR Partner at RBC

• Resilience training will give them a competitive advantage over other candidates depending on how successfully they can implement and use the skills. In a competency based interview being able to demonstrate a practical understanding of some of the skills would then be advantageous. The recruitment decision wouldn't be affected by whether they had or had not done the course; it'd be based on their response to competency based interview questions. For hires at this level, we often ask how they would handle a given situation if it arose in future rather than what they've done in the past (because they've limited experiences to draw on). A good understanding of the resilience skills and how / when they can be used may help them when responding to these type of questions. Often these will focus on problem solving, decision making, working to deadlines or under pressure, team working etc. This would give them the opportunity to show they not only know the skills, but they recognised some of the circumstances where they might be useful. Emma Kirby - HR Director at UBS

GIVE THEM A COMPETITIVE ADVANTAGE OVER OTHER CANDIDATES?

EMERGENCY SERVICES

• A candidate with self-awareness' and what strengths and/or skills they can bring to a role is at a real advantage. The temptation when approaching a role such as an emergency responder with the seemingly endless learning will be to

panic and stress over the burden'. Resilience training will allow the individual to break down' progression and by using

probortunity' turning challenges into opportunities rather than a struggle.It will provide structure of thought, an approach that will maintain energy and if/when things don't go to plan a methodology of analysis that will allow the individual to see the good rather than the negative. I have personally been involved in recruitment and selection for over 15 years and I instantly recognised the relevance of this training in this area. If the individual can work out' what the employer is after, the principles of the role and communicate effectively then they have already won over half the battle'. Martin Allix - Head of Operations, Jersey Fire and Rescue service

CHILDCARE

• It does depend on the individual but from my experience, the resilience training has only been positive for those that have undertaken it and they have applied their learning to their positions. For an employer with insight into the Resilience Training, this would be a good sign that the candidate may well have the resilience skills needed to progress well within the workplace. The interview process itself is designed to test some of these skills. Perhaps they may have to prepare a presentation with little or no notice, perhaps the questions or interviewers may be designed to press the interviewee in certain areas to see how they respond. Fiona Vacher - Executive Director

JCCT

UTILITY SERVICES

• Gaining insight into who you are and having the practical tools to help you deal with change would provide anyone with a head start. Being able to recognise stress triggers and how to overcome them, especially in an interview situation, would be an advantage, especially with confidence in their communication and interest in the position they are applying for, Cheryl Kaye - Human Resources Manager at Jersey Water & Chair CIPD Jersey Branch

HELP SCHOOL LEAVERS CREATE THE RIGHT PLATFORM AND ATTITUDE TO SUCCEED?

FINANCE

• Within the first 12 months the school leaver would need to use the skills to adapt to the environment around them, using all the different facets of the programme to keep a healthy mind so as not to become overwhelmed with tight deadlines or work pressures. They would be a step ahead of the normal intake as they would be adaptable and have the right mindset to ensure they make the role successful. The course would give them a head start in their career and help them progress quicker providing a good grounding and building confidence from understanding their own strengths which stay with you in any situation and can be drawn upon in challenging times and conversations. The course can only be a good foundation for anyone who has the drive to keep learning within their career. Cara Dunford - HR Partner at RBC

• Their first 12 months are particularly challenging as there is so much to learn, not just technically but also around how things work in a corporate environment / managing expectations / establishing professional relationships etc. Their stability zones may change as close friends move away or off in different directions etc. They will be moving from having child – child (equal) or child-adult (with a teacher or parent) relationships to adult-adult (equal) relationships. How they use the skills will depend on the individual but I'm certain they will have more confidence and will transition easier by using the various resilience skills. Emma Kirby - HR Director at UBS

EMERGENCY SERVICES

• Understanding team' and your place within it, is essential in an Emergency Responder. Our organisation has a very structured development process where the individual progresses through set modules and elements of core' and technical' skill sets with set assessment landmarks'. The skills used would include understanding your strengths; how and when to use or minimise them. Martin Allix - Head of Operations, Jersey Fire and Rescue service

CHILDCARE

• The skills contribute towards how someone can deal appropriately and well with any situation that arises especially in the first 12 months.The programme makes a real and lasting difference. Those that have done it will have insight and skills that others may not necessarily have, this may make them far more attractive to employers. Starting a new position needs resilience, confidence and an openness to learn and progress. The resilience training helps candidates in these ares. Fiona Vacher - Executive Director JCCT

(Cont.)

HELP SCHOOL LEAVERS CREATE THE RIGHT PLATFORM AND ATTITUDE TO SUCCEED?

UTILITY SERVICES

• The skills would help them with building relationships within the company and depending on their role with other stakeholders, it may be a competitive edge if they were applying for a Customer Service type role, for example, where they may be some autonomy with making decisions to provide customer service excellence. If the school leaver has no prior employment history, the resilience training would assist with building confidence with deeper understanding of how people see things differently. Cheryl Kaye - Human Resources Manager at Jersey Water & Chair CIPD Jersey Branch

value OF RESILIENCE Resilience Matters is a small charity that  Parents

crnetwork of empowereates a support  ed  Immediate impact

and resilient parents  342 PARENTS REPORTING INCREASES IN:

from all walks of life. All

simple, actionable and  90% 94% 95% 90% learning and using

transferable skills to  The ability to  The ability to  Feeling more  The ability to

help themselves and  deal with the  improve my  confident &  manage my

their families to reduce  pressure &  relationships &  in control. own & my

stress and anxiety,  stress of life. resolve conflict  family's mental improve relationships  much easier. & emotional

and increase confidence  health.

The Resilience  94% "Beforoverwhelmed. It'e the workshops I was always anxious and s so unique because it gave me the

and self-esteem.

Development Company  The ability to  skills to not only use for myself but pass on to my

delivered a 4-week  momarena gcoen my fidently  attached to it and this just isn't the case with this.

children too. Parent support can have a stigma

tailored programme  thinking in  I've met new friends, learnt some new skills and

over a 3-year period to  stressful &  these guys have changed my world!" – parent

342 local parents. challenging times.

*More data shown overleaf

"The quality of the inter-parental relationship,

specifically how parents communicate and relate to

each other, is increasingly recognised as a primary

influence on effective parenting practices and

children's long-term mental health and future life

chances. Supporting and enabling parents and  

children in their relationships; their ability to cope,  

adapt and achieve despite the challenges they may  The average  

face is essential to our community's health and  level of  

sense of well-being. Programmes which strengthen  resilience across  9.1 After families are an important tool to improve outcomes  the parents

for children across our community." improved by 5.9  3.2 Before

- Dr Helen Miles , Policy Director, States of Jersey.  basis points.

Parents were asked for their anonymous feedback after completion of  4 modular sessions. Questions used a 3 point Likert scale. Overall  self-reported resilience increased from 3.2 to 9.1 on a 10 point scale.

02 PARENTS

Self reported anxiety levels

BEFORE RESILIENCE TRAINING AFTER RESILIENCE TRAINING

58% 40% 15% 4%

Reporting high  Reporting that  Reporting high  Reporting that levels of anxiety. anxiety impacted  levels of anxiety. anxiety impacted

ability to function. ability to function.

% of parents reporting reduction

IN ANXIETY ACROSS 5 INDICATORS

1.9 39% 43% 37%

1.52 1.76 decrease 1.65 decrease 1.9 decrease BeAftfeorre 1.14

0.76 1.06 0.93 1.2

0.38

0

Feeling nervous,  Not being able to stop  Worrying too much anxious or on edge or control worrying about different things

1.8 34% 31%

1.44 1.76 decrease 43% 1.6 decrease

1.44 decrease 52%

1.08 1.15 1.09 1.13

decrease

0.72 increase0.81

0.36 0.54 0

Trouble relaxing Being so restless that  Becoming easily  Feeling afraid as if

it is hard to sit still annoyed or  something awful

irritable might happen

PARENTS03

Impact up to 36 months on

2HOW OFTEN DO YOU FIND YOURSELF USING THE SKILLS:4% 14% 50% 19% Daily. Weekly. When a problem  When I remember.

arises.

Parents reporting THE SKILLS ARE CONTINUING TO:

90%

Help me deal with the pressure & stress of life.

83%

Help me manage my emotional, physical & mental health.

89%

Help me confidently manage my thinking in stressful & challenging times.

81%

Enable me to feel more hopeful for the future.

86% Help me worry

less & focus on the things I can control.

70% Help me

manage my family's mental

& emotional health together.

84%

Help me to improve my relationships & resolve conflict much easier.

97%

Continuing to use the skills.

I can see a direct link between these resilience skills and:

Improved  Reduced  A new way to  Developing  Preventing Wellbeing. anxiety. share my  resilience  poor mental

thoughts & needs  in children. health.

with others.

Who do you use these skills with?

Myself. My partner. My children. At work.

What has been  PARENTS04 THE BIGGEST CHANGE IN YOU SINCE STARTING THE PROGRAMME?

• " Thinking before acting. More control and much calmer. Family are taking on skills - learning from me."

• " Thinking of ways through rather than brick walls."

• " Making changes to improve myself as well as my family."

• " I feel better equipped to cope with the issues."

• " Stress levels have gone down. Managing my work and family day better."

• " Better skills to be a better parent. The changes are just starting but I can feel them."

• " That I have tools to work with that will stay with me forever."

• " My relationships, especially with husband & daughter are becoming much stronger. I feel more connected."

• " If I practice all these skills it could be life changing."

• " Less stress and more able to manage difficult situations."

• " Calmer in my mind. Don't give myself such a hard time."

• " Having the ability to step back and look at problems / difficult situations before they escalate."

• " Relationships are changing. I have more time to be with and listen and cuddle my children more."

• " We talk more as a couple."

• " Thinking and reacting to situations, why I react and how it makes others feel, and how useless & harmful this reaction can be to others."

• " More belief in me. Learned to deal with situations better with adults and my kids."

• " How we deal with my son's anger has changed and we are getting less of it. Yeah!!! Woo Hoo!"

• " More positive attitude, better self esteem. Enjoying putting new skills to good use."

What would you say

TO ANOTHER PARENT THINKING OF COMING ON THIS PROGRAMME?

• " I have NEVER attended such an engaging, stimulating, thought provoking course."

• " It will change the way you think and do things every single day." I just wanted to write to say

• " Such a different approach to the parenting topic." thank you. Last October I

• " Absolutely vital to help support families when dealing with life." went on a Resilience course.

• " Go on the course, you'll get lots of ideas of how to best manage I have spent the last 3 1/2

your relationships." years being a full time parent and the

course had really helped through my

• " Do it. Lots of excellent tips to help you and your relationships & day to day life like you wouldn't believe. how to reduce stress." I practise things every day.

••• deal with underlying behaviours & beliefs."" Just do it. Lot'" Really helps you understand your emotions and your child's of practical stuff and you won't look back."s." After using my skills, and even mentioning that I had attended your

" Not just for parenting. Applies to work, study , everyday life." Well, at the beginning of the month I

" Very helpful for parents to discover what sets them off & how to had my first job interview. (I'd only ever had one interview before, and that was

• 11years ago!)

• " Definitely do it. The skills can be used in all sorts of situations." course and providing how I practise my

• " That they would benefit as it makes you feel better and more skills I was invited back for a second Anything elseconfident parent." interviewimportant Resilience is, and seemed very impressed. I'm happy to say I got the job. of yourselves. I'd like to thank Louise. And I 100% believe it's because . They were saying how

YOU WOULD LIKE TO TELL US? She's always in the back of my mind prodding my brain haha! So thank you • "This is a course everyone should take." Resilience team for the work you do! • "Building resilience is important and so valuable." You have honestly changed my life, the • "Please get it into schools." way I think and deal with situations. And • "I will miss the weekly meetings." I am so glad you are making yourselves • "I will use the skills at work & at home." known to schools! The earlier people • "I think the course was brilliant and would do it again!" can learn the betterson will also learn from yourselves , and I so hope my (although I try to spread the knowledge

too!) - A parent