Well-Being

Anger Management Programme

Presented by: Alexander Quinn, Pastoral Manager

Everybody will feel angry from time to time. It is a normal part of the human experience. However, anger (especially in young people) can sometimes become difficult to control. This can lead to situations that are problematic.  Young people might get into difficult or dangerous situations or they may learn to use anger to manipulate others.

Anger may be a problem when:

• There isn’t a clear reason for it
• It disrupts a young person’s life at home or school on a regular basis
• It is used by the young person to control or manipulate other people.
• Young people are getting into trouble at school or in the community as a consequence of their anger
• The young person feels unable to control their anger
• The young person has frequent outbursts of anger that scare other people
• Other people are hurt physically or emotionally as a consequence of the anger

With the use of material and guidance from numerous expert sources, Holmfirth High School have developed our own CBT (cognitive behaviour therapy) based Anger management program to support students from within the safety and familiarity of our own setting.

Anger Management Program

• 6 x 1 hour long sessions delivered within the school day.
• Maximum of 8 students per workgroup
• Anger management subjects include

-Developing an understanding of anger.

-Understanding why we get angry and what purpose it can serve.

-Reflecting on the anger displayed by other people.

-Reflecting upon the student’s own anger and its impacts on themselves and other people.

-Develop tools and techniques to manage anger so it doesn’t spiral out of control.

Anxiety Programme

Presented by: Emma Nuttall, Pastoral Manager

At Holmfirth High School, we understand that many of our young people will feel tense or worried from time to time, indeed a certain level of Anxiety helps us stay alert and aware and can actually be helpful in improving our performance.

Most young people will learn how to manage their thoughts, feelings and emotions, but some may need extra support.

When these feelings of Anxiety become increasingly persistent or begin to affect a young person’s ability to live, it is important to seek support.

Anxiety may be a problem when :

• there isn’t a clear reason for it
• it disrupts a young person’s life at home or school on a regular basis
• the problem has gone but the feeling of fear or panic has not
• it interferes with their ability to take part in activities
• they struggle to complete tasks that other children or young people do easily
• their fear or worry seems out of proportion to the problem
• they become anxious or fearful more easily, or more often, or more intensely than other children or young people
• it leads to unhelpful and unrealistic thoughts about themselves and others.

With the use of material and guidance from numerous expert sources, Holmfirth High School have developed our own CBT (cognitive behaviour therapy) based Anxiety program to support students from within the safety and familiarity of our own setting.

Anxiety Program

• 6 x 1 hour long sessions delivered within the school day or extra curricular
• Maximum of 8 students per workgroup
• Each student will build their own portfolio to keep for future reference
• Objectives of the course include :

Developing an understanding of Anxiety, the signs, symptoms and effects

Reflecting upon the student’s own Anxiety and it’s impacts

Learning how to Manage our Thoughts and Behaviours using CBT methods

Reduce our reliance upon Safety Behaviours, such as Avoidance

Develop positive Coping Strategies

• Follow up Anxiety Support Group

Previous attendees have provided the following feedback :

‘I have learnt so much from this course how to think positively, understanding where anxiety comes from and the reason behind it and mostly methods to help ‘

‘I feel less alone and more comfortable speaking about my anxiety.’

‘I think it has made me more aware of my anxiety and given me good coping strategies’

‘The course has helped me feel less alone and realise that other people around me feel similar to me.  It has provided me with strategies I can apply when I am struggling.’

Mindfulness Programme

Presented by: Debbi Armitage

MBACP (Accred) Counsellor

Having trained in mindfulness a little over seven years ago, I recognised the great benefits of introducing mindfulness practice to young people. I have developed and run this mindfulness programme both individually with students and as a group programme.  I have seen the benefits for our students in areas such as:

• Decreasing anxiety
• Improving stress-management skills
• Improved self-awareness
• Improved self-esteem
• Improving concentration
• Improving sleep
• Decreasing anger
• Coping with mood swings
• Improving relationships
• And many more…

The Benefits of Mindfulness for Kids

Studies show that the benefits of mindfulness for kids may include:

1. Increased focus, attention, self-control, classroom participation, compassion.
2. Improvedacademic performance, ability to resolve conflict, overall well-being.
3. Decreasedlevels of stress, depression, anxiety, disruptive behavior.

      www.mindful.org/mindfulness-for-kids

The programme will involve:

• 1 individual introductory session of approximately 10 minutes.
• 4 x 1 hour sessions learning the practice of mindfulness, this will involve learning and experiencing:
  • Day to day mindful practice in everyday activities
  • Three meditations – recordings provided
  • The art of self-reflection and development of self-awareness
• Daily home practice – full guidance will be provided. This will involve putting into practice what is learned in their session.
• Participants will also learn how the brain works with regard to the ‘Stress Response’ and learn the benefits of living in the moment, using their five senses:
  • Touch, Sight, Sound, Smell, Taste
  • and of course the Breath

• Participants will be enabled to set their own goals – things they wish to improve. They will be enabled to evaluate their goals weekly in order for them to measure the effectiveness of their mindful practice; it is hoped that by doing this, and seeing the benefits, they will be encouraged to continue their mindful practice through life, supporting them through life’s challenges, such as GCSEs, the transition into adulthood and much more.

There will be a maximum of 6 students per group.

The intention is to provide a learning experience which is enjoyed, whilst developing self-care strategies for life.

My Hidden Chimp Programme

Presented by: Mina Thompson, Pastoral Manager

Based on the work of Professor Steve Peters, author of ‘The Chimp Paradox’ and ‘My Hidden Chimp.  The course introduces the participant to some basic neuroscience of the mind using the Chimp model.  The book explores how we think and function, whilst recognising that everyone is unique. 

The course aims to offer suggestions for moving forward by finding out what works best for each individual.  Participants are encouraged to reflect and develop healthy habits that can be used to stop worrying, control anger or deal with difficult situations. 

The programme works on:

• Understanding how the mind works
• Understanding ourselves and others
• Managing emotions and thoughts
• Improving self-confident and self esteem
• Becoming happier and more successful

The programme will involve:

• One to one sessions specifically targeting personalised experiences and issues.
• Approximately 5 x 1 hour sessions learning the practice of managing emotions, thinking and behaviour. This will be adapted to individual needs.
• Participants will learn how to recognise how their mind is working and strategies to intervene and avoid negative consequences. Effectively, managing their ‘chimp’.
• Once participants have completed the course, they are able to ‘check in’ to revaluate their thought processes as necessary.

Comments from participants managing their ‘chimp’.

‘I do not get angry as easily any more and it helps me to put problems to the back of my mind’.

‘It opened my mind to what goes on in my brain.  It really makes you think’