Mental Health Policy

Dáil Éireann Debate, Wednesday - 25 November 2020

Wednesday, 25 November 2020

Questions (99, 100)

Denis Naughten

Question:

99. Deputy Denis Naughten asked the Minister for Education the policy on mental health support services in primary education; and if she will make a statement on the matter. [38991/20]

Denis Naughten

Question:

100. Deputy Denis Naughten asked the Minister for Education the policy on mental health support services in post-primary education; and if she will make a statement on the matter. [38992/20]

Written answers

Minister for Education

I propose to take Questions Nos. 99 and 100 together.

While the provision of child and adolescent mental health services lies within the remit of the Department of Health, and the HSE specifically, my Department has an important role to play in supporting the wellbeing and mental health of our young people. My Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.

The National Educational Psychological Service (NEPS) of my Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides a casework service to schools through the assigned NEPS psychologist, or sometimes, temporarily, via the Scheme for the Commissioning of Psychological assessments – SCPA. Individual casework service involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person. NEPS may become involved with supporting individual students where the school’s SET team or Student Support Team (in post-primary) feels that the involvement of the psychologist is needed. Psychologists may provide consultation in relation to appropriate therapeutic interventions to be delivered in the school setting and engage in direct work with an individual student as appropriate. This year due to Covid19 some elements of casework service is modified to ensure compliance with public health and your school’s safety measures.

In the event that the need for a more targeted counselling or a specialised intervention is identified by the NEPS psychologist, a referral is made to an outside agency for evaluation and ongoing support. The NEPS psychologist can identify the most appropriate referral pathway and supports school with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service.

In addition to casework NEPS psychologists work with teachers to build their capacity. NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. Initiatives such as the Incredible Years Social Emotional learning Programmes and the FRIENDS Resilience Programmes have been welcomed by schools and their impact positively evaluated.

Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. The Guidance Counsellor is key in developing and implementing innovative approaches to wellbeing promotion on a whole schools basis though the school’s Guidance Plan. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.

My Department works closely with the Department of Health and will be represented on the newly established National Implementation Monitoring Committee which will drive and oversee the implementation of the recommendations of the Sharing the Vision – a Mental Health Policy for Everyone.

The curriculum also plays an important role in teaching students about managing their wellbeing. All students commencing Junior Cycle from September 2017 onwards undertake the area of learning called Wellbeing. Wellbeing crosses the three years of Junior Cycle and builds on substantial work already taking place in schools in support of students’ wellbeing. When planning a Wellbeing Programme schools should consider the NCCA developed short courses in PE, SPHE, and CSPE. In particular the SPHE short course Strand 4: My Mental Health focuses on building positive mental health, examining young people’s experience of mental ill health and learning how to support themselves and others in challenging times. These are the result of widespread consultation with education partners to ensure that the courses address important, relevant and meaningful learning for young people in these subjects. Wellbeing is one of the principles that underpins Junior Cycle education and is reflected in a number of the statements of learning that are central to planning for the student’s experience of and the evaluation of the schools Junior Cycle programme. At primary level SPHE is mandatory SPHE supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships.