If you have not lived with mental health problems personally, or in someone close to you, then it can feel very difficult trying to support someone with mental health issues.
At the simplest level, this schema allows the student to share how they are feeling at stages during the day and to access support efficiently. If the teacher gathers the forms in every day they may indicate a pattern of issues relating to certain days, lessons or circumstances which might give insights into how to gear up support.
The schema is simple enough to operate by students and staff and provides the beginning of how to develop high value support in your school. The card may need adaptation to the circumstances of your school, but provides a useful starting point.
A good friend pointed out, after my last post on the importance of physical pain scale accuracy, that we lack decent ways to communicate our mental health pain scale.
Exactly like physical health, mental health pain is more about the level of distress it’s causing us than the injury itself. The reason we treat pain isn’t because it hurts. It’s because it’s distressing to us.
The brain doesn’t differentiate between physical pain and mental pain. In fact, this is a big reason why they try to get chronic pain patients to tackle existing mental health problems (whether they’re caused by the chronic health conditions or not). Central nervous system sensitisation can make us more sensitive to perceiving pain. Right now, we believe that chronic, severe pain doesn’t actually make us more tolerant to pain. It makes us less tolerant, and oversensitive to it.
You can imagine how well that goes…
View original post 1,903 more words