Programme content

• MindEd Universal (Core) Content
  MindEd Universal Content

  The MindEd Universal Content programme is an evidence-based elearning resource, providing educational advice and training to improve mental health outcomes for children and young people.
  
  The programme aims to provide a single source of elearning materials, including content that covers the breadth of children and young people’s mental health, for anyone who works with children or young people on a professional or amateur basis (including GPs, sports coaches, religious leaders, teachers, police and social workers).

  The MindEd Universal Content ensures that all those who work with children and young people can learn some simple steps for mental health ‘first aid’ and know when to refer to more specialist help, to help speed up the detection and diagnosis of mental health issues.

  MindEd Universal Content also includes a selection of sessions shared from the Healthy School Child Programme.

• Counselling MindEd
  Counselling MindEd

  Counselling MindEd is a programme of elearning modules to support the training and supervision of counselling work with children, young people and young adults.
  

  The Counselling MindEd programme is targeted primarily at qualified counsellors who wish to develop their skills in working with children, young people and young adults; either as continuing professional development (CPD) or as part of an accredited training course. The modules are also appropriate for students on an initial counselling training who are interested in working with this client group, or for those on an initial training specifically in child, young person or young adult counselling.

  The Counselling MindEd programme consists of 14 modules, each of which consists of one to five sessions of approximately 30 minutes in length.

  The Counselling MindEd programme also provides a gateway into the wider MindEd e-portal, which covers all aspects of children and young people’s mental health and wellbeing.

• Healthy School Child Programme
  Health School Child

  
  Developed by a representative group of experts in school-aged health, the curriculum covers all essential aspects of school-aged health and signposts to the best websites, information and guidance on child health.

  The elearning material has been written by a team of experts in child and public health; representing the breadth of healthcare professionals that interact with school-aged children, including school nurses, GPs, neurologists, paediatrians and clinical psychologists.

• Targeted and Specialist CAMHS
  Targeted and Specialist CAMHS

  The Targeted and Specialist CAMHS Entry Level curriculum is broken down into several sections, intended to be used by anyone starting to work in targeted and specialist CAMHS. It is also relevant to anyone working with children and young people who have mental health concerns in the NHS. Other professionals may well find some of the material useful.
  

  Although this project is aimed at professional groups, it can be accessed by anyone interested in seeing this material. This elearning material is designed to support other forms of learning and to provide information. It does not replace face-to-face training and does not aim to develop clinical competence.

  The main sections cover:

  Specialist CAMHS Entry Level: Aimed at anyone starting to work in child mental health. It introduces some of the major presentations seen in specialist and targeted CAMHS and describes the processes involved in specialist CAMHS assessments. More advanced users will also find topics of interest.

• MindEd e-Therapies Evidence Review
  As part of the MindEd programme, the National Collaborating Centre for Mental Health (NCCMH) was commissioned to carry out the UK’s first ever comprehensive systematic review of e-mediated therapies and computer-based applications for the prevention and treatment of mental health problems and substance misuse in children and young people.

  What are e-Therapies?

  ‘e-Therapies’ use technology to facilitate therapy. There are two main types:

  • e-Mediated therapies: traditional face-to-face therapy delivered via technologies such as video conference, email or chat-rooms. Technology is used to aid, but not replace, the input of a therapist.
  • Computer-based applications: used independently by the service user (without or with little contact with a therapist) via the internet, CD-ROM, mobile phone or tablet.

  What did they do?

  The NCCMH conducted a literature review following the protocol used for NICE clinical guidelines. This was to identify which e-therapies have been found to be effective for children and young people with a range of mental health problems including anxiety, depression, ADHD and eating disorders.

  YoungMinds held two focus groups with young people aged 25 and under to ascertain their views on e-therapies. These groups tried several computer-based applications for anxiety and depression – two of the most common mental health conditions in this age group – and provided feedback on areas such as audience appeal, acceptability and perceived therapeutic benefit.

  What did they find?

  Evidence-based therapies for children and young people with mental health conditions can be delivered in computerised formats effectively and can be beneficial. However, as the field of e-therapies is relatively new, further research is needed to support this finding. The focus groups emphasised that e-Therapies should be part of a package of care and not a replacement for face-to-face therapies.

  What next?

  This is a new and very promising way of providing therapy for children and young people. For that reason we recommend that the government and other funding bodies invest in the development and evaluation of a range of e-therapies for children and young people with mental health conditions.

• E-Safety
  E Safety

  “I think it is kind of common sense because we have grown up with these things but at the same time there is a lot of education for internet safety in schools and just generally’’ – Megan (15)

  Young people who are vulnerable offline are more likely to be at risk online.

  Professionals might be watchful for young people who do not have strong social connections, lack positive family relationships or have low self esteem. Although knowledge of risks and adult supervision is important, the more controlled and moderated young people’s digital use, the less likely it is that young people will build resilience to online risk.

  Although knowledge of risks and adult supervision is important, the more controlled and moderated young people’s digital use, the less likely it is that young people will build resilience to online risk.

  “I guess the thing about the internet is that there is a lot you can do to be in control, and i think the sense of control is important to lots of people… things do affect me online when people are horrible to me some times but i mean nothing serious happens to me and i cant see it doing so idk maybe thats dumb and naive lol’’– Jen (22)

  As we see from the quote above, young people are used to hearing the e-safety message and often tell professionals and parents what they think they want to hear. Many successfully identify risk and how to keep safe or avoid online risk. However, this knowledge does not necessarily impact their own digital use or change their behaviour. Professionals need to adopt more effective ways to communicate with young people about the digital world. Providing e-safety information to young people has become a priority in the context of online risk. It can contain strategies and important information to equip young people with the knowledge they need to navigate the digital world. Attempts to shield children and young people from online risk in order to moderate or control online behaviour may, however, only lead to secretive use and exposure to further risk.

  “I think there are a lot of negatives but you stereotype young people because we are not all like that. I know that some of us may well be, but I think you exaggerate quite a lot’’ – Lyra (15)

  Those with a responsibility to educate, support or protect young must think beyond scare stories in the media. We must tailor our responses to a diverse audience and include honest debate on what might motivate risky behaviour. Young people will never be free from risk, nor will they stop using the internet. We must move from e-safety to online resilience approaches, and for this message to be effective, emphasis should be on the positive aspects of the digital world as well as the pitfalls.

  Research has shown that it is not necessarily the digital world that corrupts young people, but the psychological and social circumstances that particular young people bring to the digital world. Strong links exist between vulnerable individuals and groups of young people, and risky or problematic digital use.

  Young people experiencing low self-esteem, mental health difficulties, seclusion, struggles with social interaction, or lack of community connection or family support are all at risk. It is useful for professionals to recognise the links between disconnect and disadvantage which increases online vulnerability amongst young people, and work to overcome these barriers both offline and online, as both are deeply interwoven.

   Links and resources

  • Barnardo’s: Child Safety On The Internet
  • BILD: easy read e safety information
  • Childnet: Internet Safety for Young People
  • CEOP: Internet Safety
  • Kidsmart: Support For Children, Parents & Professionals
  • Safety Net Kids: Tips For Staying Safe Online
  • SWGFL E-Safety: South West Grid for Learning E-Safety Support Tools
  • ThinkUKnow: CEOP Centre For Internet Safety
  • UK Safer Internet Centre

  Information For Parents

  • NSPCC NetAware: Website Information For Parents
  • Parent Zone: Information and Children and the Internet
  • Parent Port: Media Standards for Young People and Children
• Digital Footprint
  Digital Footprint

  “I’m kind of torn both ways about it – like i get it and that but i just dont see why it should affect anybodies future jobs like their social media should be separate’’ – Pixie (18)

  • A digital footprint or cyber shadow can be intentional or unintentional, and includes the information left behind as a result of a user’s web-browsing, which is stored as cookies.
  • Young people may not be aware of the impact this has on security and safety, or the potential outcome of universities and employers viewing their digital footprint.
  • Adults may also be unaware of their own digital footprint or the importance of security and privacy, and therefore not realise the need to explore this with young people.

  “In a way its kinda scary that your whole history can be found online , luckily I have nothing to be scared of  really’’ – JB (15)

  A digital footprint is the trail of activity left behind online, either intentionally or inadvertently. It includes social media posts, photos or videos uploaded, comments left and websites visited. This footprint impacts on privacy and security, as well as how we are viewed both now and in the future. Many young people do not consider the impact of their digital trail however assumptions made about young peoples’ universal lack of responsiveness to messages of safety and privacy may not be entirely correct. Some young people talk about the pressure of being always available and accessible online which may lead to a more relaxed approach to online security.

  “We see calculations made from our digital foot print all the time with those really annoying tailored ads. And a passive footprint is one that is taken without the users knowledge of stuff like web browsing and active is the one we intentionally create e.g. social media’’ – Megan (15)

  There is a common view that as a whole, young people are unconcerned with privacy when it comes to digital communication. However, studies have shown that more young people than we are led to believe are savvy about sharing personal details and monitoring their privacy settings. Research has shown that it is adults, not young people, who are less resilient to threats to privacy. Almost 95 percent of users aged 14 to 17 had monitored or tightened their social network privacy settings, compared to a 65 percent average across all age groups¹.

  This does not mean that discussions about online footprints aren’t crucial, as young people have varying levels of understanding about the dangers of an open internet environment.

  • ¹‘A New Privacy Paradox: Young people and privacy on social network sites‘ (2014) Global Cyber Security Capacity Centre, University of Oxford.

  Links and resources

  • Childnet: Online Reputation
  • KidSMART: What Are Digital Footprints?
  • Makewaves: Top tips for keeping your digital footprint positive
  • Safeguarding Children in Gloucestershire: Your Digital Footprint Explained
  • Teach Hub: Advice For Teachers
  • ThinkUKnow: Helpful information and advice on digital footprints
  • YouTube: 5 Ways to Make a Positive Digital Footprint
  • Safer Internet: Create A Positive Digital Footprint Online
• Identity
  Identity

  74% of girls agree with the following:  “most girls my age use social networking sites to make them look cooler than they really are.” 41% admitted this describes them- (girlscouts.org, 2010 survey).

  • The ability to shape and control one’s identity online can be incredibly empowering for adolescents as they explore who they are.
  • Concerns around social media tend to focus on privacy and safety, but many do not discuss the relational, informational, and self-esteem related benefits and risks to social media use.
  • Young people can feel pressure to be individual. Identity can be identified by appearance, such as gender or ethnicity, or can be more elective, such as through chosen political affiliations or beliefs.

  It has become commonplace to share personal landmarks, opinions, thoughts and our daily activities online. Many of us give this information freely, particularly via social networking sites, and young people are no exception.

  “Everyone should be who they want to be’’ – Rowan (14)

  Creating an online identity is a part of our culture and, similarly to adults, young people enjoy having a presence online and creating an image of themselves that they control and present to others. The internet, in particular social networking sites, blogs and vlogs, have become ‘identity spaces’ for young people to express themselves.

  Although research suggests that this ability to shape and control one’s identity can be incredibly empowering for adolescents in a time of flux and uncertainty, we must be aware of those vulnerable groups of young people who may feel exposed, find the process worrying, or feel pressure to fit into society’s complex norms.

  “It’s risky in terms of people committing fraud… pretending to be who they aren’t… we share so much of ourselves and our information online and I think sometimes we forget that nearly anyone can access it and its hard to understand what people might do with ur info because i would never dream to do bad stuff.’’ – Jen (22)

   Links and resources

  • DigiLit Leicester: Online resources on Identity
  • Future Identities: Changing identities in the UK – the next 10 years
  • Internet Society: Understanding Your Online Identity
  • Internet Society: Identity On The Internet

• Self esteem
  Self Esteem
  

  “It can be downgrading and it can do brutal things with what comments people can put it can be emotionally damaging and draining, it could make you feel bad about your self although you might feel a raise in confidence‘ – Tasha (15)

  • Young people’s self-esteem can be boosted greatly by the opportunities the digital world offers.
  • Self-esteem can also be lowered through social pressures to conform to ideals around beauty, body image or lifestyle.
  • If a young person has low self-esteem, they can be less likely to demonstrate resilience online.

  “I think social media is both good and bad for your self esteem because some people put horrible comments which make you feel bad, but sometimes people put nice comments like ‘beautiful’ or ‘stunner’’ – Jyoti (12)

  Young people’s self-esteem can be boosted greatly by the opportunities the digital world offers. Self-esteem can also be lowered through social pressures to conform to ideals. If a young person has low self-esteem, they are less likely to demonstrate resilience online.

  “I think a lot of people are too into “likes” and “comments” on pictures, and may feel if they dont get as many as their friends they arent worthy enough and things like that’’ – Pixie (18)

  Young people face the impact of online sharing on self-esteem. They often feel peer pressure to fit in with particular social expectations and to create an acceptable or even ‘perfect’ online persona. They must face the possibility of being rejected or ‘trolled’ by their online audience.

  Girls with low self esteem are 33% more likely to admit their social networking site image does not match their ‘in person’ image, compared with 18% of girls with high self esteem- girlscouts.org (2010 survey)

  Essena O’Neill, an Australian teenager who recruited half a million followers on Instagram for her immaculate ‘selfies’, has called the phenomenon ‘contrived perfection made to get attention’. She describes the insecurity, unhappiness and manipulation behind the seemingly perfect photos and admitted they were not a true reflection of her – physically or emotionally.

  Contemporary ‘selfie’ culture has provided additional peer pressure for young people to share photographs of themselves via social media, which could lead to low self-esteem. On the other hand, positive body image movements have utilised selfies and social media hashtags to share positive messages about young people’s bodies which could help build resilience.

  Links and resources

  • Dove: Self Esteem Resources
  • Reach Out: The benefits of social media
  • Self Esteem Team: Body image, mental health, self esteem movement
  • Storify: Thoughtful discussion on social media and self esteem
  • Young Minds: Self Esteem
  • Young Minds: Believe in Yourself
  • Gov.uk: Online Mental Health Resources
• Personal skills
  Personal Skills
  

  • The digital world provides a new context for the development of personal, technical and interpersonal skills from which there is no going back.
  • Technology is developing so rapidly that it makes it hard for even experts to keep up.
  • Professionals can help young people explore the benefits and drawbacks, and to create balance between online and offline hard and soft skills.

  We have all heard stories in the media raising concerns about a generation of young people glued to screens and the negative impact this has on their personal skills. Is the digital world negatively affecting young people’s ability to think, write and communicate? Some theorists suggest that the increased exposure to digital technology means more complex social skills are harder to gain. ‘Text speak’ and abbreviations are developing prolifically with fears younger generations will be unable to communicate using traditional methods¹.

  Although a valid point, it is also important to consider the positive aspects of online communication for young people. How realistic is it to attempt to halt the development of new forms of communication in a modern world?

  Rather than having less time and space for personal reflection, the digital world may provide the opposite, taking time to communicate and build skills in new and different ways. As a diverse group, young people’s interpersonal communication skills vary considerably offline. Those young people who lack skills in the offline world may carry this on to the online world and vice versa, and it is these young people we must be watchful for.

          1 Michael Harris, in his 2014 book ‘The End Of Absence’

  “Its such a good way of getting information about stuff or finding out ideas of how to help yourself for example. In the past before the internet you couldnt look up ideas of how to do self help stuff in the same way you can now… or things like kooth… being able to communicate with other people in a way that some of us struggle in real life. Being able to share ideas and knowledge.  Also i think sometimes people can be a bad influence on each other or pick up negative coping strategies online in terms of mental health’’ – Jen (22)

  Young people with disabilities can experience barriers and benefits to finding friends and a sense of community online, as well as being able to utilise the digital world as a method of communication, or a way to share their experiences with like-minded peers.

  Links and resources

  • Cerebra: resources for young people with Autism
  • UK: Digital Inclusion Strategy
  • NDCS: Digital Communication Apps for Deaf Young People
  • Pew Research Center: Research on digitally immersed teens
  • Reach Out: Benefits of social media
  • UCLA Newsroom: Decline In Ability To Read Emotions
  • User Generated Education: Using the Internet and Social Media to Enhance Social-Emotional Learning
  • Deseret News: Face time vs. screen time: The technological impact on communication
  • UK Safer Internet Centre: Safer Internet Day 2017 Press Release
  • Mental Health Foundation: Social media and young people’s mental health
• Boundaries
  Boundaries
  

  • As digital use increases, young people can find it hard to balance this with face-to-face life.
  • There can be pressure on young people to be available, to respond and to have a digital presence.
  • Conversations around how young people can set boundaries for themselves are essential.

  “I don’t feel pressured to go online. I only go online when I’m bored and when I have had enough I put it down’’ – Jamilla (12)

  Mobile technology offers young people the world at their fingertips, 24 hours a day. They are connected to the world and each other in ways we would have never considered in the past. Technologies develop at a fast pace and many young people are savvy consumers of new apps, networking sites and devices.

  Not all young people have the luxury of being able to keep up and this can have an effect on anxiety and self-esteem.

  “There’s a lot of peer pressure when someone expects you to be on a social media site. I make up excuses, like my parents won’t let me, in order to avoid getting it’’ – Joe (15)

  Some young people talk about the pressure of being always available and accessible which can cause some stress and anxiety. There can be pressure to be present on particular social network sites, as this is where friendships are increasingly forged and maintained.

  “we are willing to take any risks to make friends’’ – Zak (14)

  Professionals must be mindful of those young people most likely to be negatively affected by these personal boundary risks and who may be unable to moderate digital use. Young people experiencing low confidence, mental health struggles, social exclusion or isolation, or lack of community or family connections are all at risk. They may find it difficult to resist the peer pressure to be present and available at all times, on the right sites and using the right technology.

   Links and resources

  • Childnet: Safety Tips for Social Networking
  • Help Guide: Smartphone Addiction
  • Internet Matters: Managing a Teenager’s Digital Life
  • UK Safer Internet Centre: Specialist advice for foster carers and social workers
• Social & Universal Impact On Social Skills
  

  Social & Universal Impact On Social Skills

  “It’s not all negative on our electronic devices (phones, laptops etc) sometimes it can be really positive, we can learn about other people and cultures, opinions or viewpoints. We can communicate and connect with school friends easily’’ – Maryam (14)

  • The digital world can present risks of disconnection from the offline world or make finding a balance between offline and online activity challenging. The relationships young people establish online can present as risky.
  • Young people see the opportunities that the digital world offers to connect with others, both online and face-to-face, in ways which can be moderated and safe.
  • Young people with disabilities can experience barriers as well as benefits to finding friends and a sense of community online.

  There is growing evidence to suggest that young people are using the internet, not to disconnect from ‘real life relationships’, but to strengthen and manage offline relationships, keep in touch with friends and communicate freely and frequently.

  Young people tell us one of the key positives of the digital world is the ability to create, sustain and manage friendships. Although they can discover new friends from all over the word, the majority are keeping in touch with their offline friends- continuing conversations, arranging activities together and supporting one another.

  Rather than damaging young people’s social skills, it seems there are opportunities for social skills to be honed and developed in more nuanced ways.

  Risks may exist for those who are unable to create a balance between online and offline activity. Often, young people who are not connected in the offline world with strong familial or peer support take solace in the online world. They might seek friends in risky ways and be unable to monitor or moderate risk. Perhaps the relationships they create online become unhealthy and isolating. Arguably, finding friends and communities online can help build confidence and self-esteem during times of personal struggle and loneliness. We must be mindful of who these young people might be and how we as professionals can help them create balance and build resilience to risk.

  Links and resources

  • UCLA: Reduced social skills in young people
  • MIND: Peer Support
  • Nesta: The Power of Peer Support Report
  • National Elf Service: Youth Online Discussion Forums
  • Reach Out: Benefits of Internet and Social Media

• Cyberbullying
  Cyberbullying
  

  Bullying (including cyberbullying), online harassment and threats are in the top ten of issues presented by young people on Kooth.com (source: Kooth.com)

  • Young people have highlighted that cyberbullying is a major risk within the digital world.
  • The impact of cyberbullying can be dependent on the resilience of young people, with the most vulnerable to risk offline being most vulnerable online.
  • Professionals can help young people build resilience to online risk rather than avoiding it entirely.

  Bullying including cyberbullying, online harassment and threats are in the top ten of issues presented by young people on Kooth.com. As with all of the engagement with Kooth, the majority of young people presenting with bullying as their issue are female (84%) but we feel that this is more an indication of their willingness to talk about it, rather than a true reflection of the gender split of young people actually being bullied. (source: Kooth.com)

  “If you don’t have anything nice to say don’t say it at all’’ – Ali (15)

  Young people have highlighted cyberbullying and ‘trolling’ as a major risk within the digital world. Being teased, humiliated and even threatened can be commonplace. There are varying responses to this, from a resilient shrugging off, blocking or reporting, to feeling totally overwhelmed and powerless.

  Cyberbullying thrives in a context where internet use can be anonymous.

  The impact of cyberbullying depends on how resilient the individual. Again, research shows that those most vulnerable to risk are those with low self-confidence, mental health concerns, limited social interaction, lack of community connection, or insufficient family support.

  Professionals can help young people build resilience both off and online and therefore reduce risk. Resilience building, rather than avoiding risk entirely, can empower young people to develop coping strategies from passive to active responses.

  Links and resources

  • org: Identification, prevention and responseCyberbullying.org: Resources and research
  • org: Warning Signs
  • NHS: Information on Cyberbullying
  • TES: Cyberbullying resources
  • BullyingUK: Cyberbullying
  • ThinkUKnow: Cyberbullying
  • National Bullying Helpline: Cyberbullying

• Pornography
  Pornography
  

  1 in 3 10-year-olds have seen pornography online. 81% of teens aged 14-16 regularly access explicit photographs and footage on their home computers. (source: Psychologies Magazine 2010)

  • The subject of sex and relationships can be challenging for professionals and parents to tackle with young people, often due to lack of confidence or restrictions on content that can be discussed.
  • The digital world provides easy access to sexualised content such as pornography and can act as a medium for the development of sexual relationships through behaviour such as ‘sexting’.
  • As a result, it is important for professionals to discuss sex and relationships with young people, especially in the context of relevant online behaviour, to enable them to have an awareness of safe sex and relationships.

  61% of children aged 7-16 have a mobile phone that can access the internet, rising to 77% among 11-16’s. (ChildWise Monitor 2012).

  In a study by YouGov Carphone Warehouse conducted in 2012- ‘Nearly 9 out of 10 children had no security settings on their phones and only 46% of parents were aware that they were even necessary’ (YouGov Caphone Warehouse Jan 2012).

  Some parents and carers feel confident about talking openly with their children about sex and relationships, however some lack confidence and others do not tackle the subject at all. Many teachers are restricted in what they can discuss, and with the option of students being removed from sex education, some do not feel confident about exploring the subject. Identifying those most vulnerable to problematic pornography use, gaining a distorted view of sex and relationships, grooming or sexual exploitation online is incredibly important. Young people experiencing low self-esteem, mental health difficulties, or lack of social relationships, support and connections within the community and their own families are all at risk and must be acknowledged.

  It is important for professionals to be open to the existence of behaviour such as ‘sexting’ and accessing pornography, and consider the motivations of developing sexual relationships and seeking information about sex online. Professionals have a key role in discussing sex and relationships and extending the conversation around what influences problematic online behaviour. Awareness of sound sex and relationship advice and services is important in order to provide help and support for young people.

  40% of 11-14 year olds have used their mobile phones or computers to send pictures of themselves or receive naked or topless images of friends (SW Grid for Learning Mar 11). The single largest group of internet pornography consumers is children aged 12-17.

  Links and resources

  • IPPR: Research on young people’s use of pornography
  • Stop It Now: Support around problematic behaviour
  • NSPCC: Online Pornography

• Online gaming
  Online-Gaming
  

  “kids that are like 10 are playing violent games then becoming abusive towards parents and friends’’ – Ferdi (14)

  • This relatively new phenomenon largely concerns more young men than young women. There is often concern around obsessive use, addiction, the length of time spent gaming, effects on interpersonal communication and social isolation, underage use, abusive behaviour including cyberbullying, ‘trolling’ and offensive content.
  • Research has shown that some games may increase skills and concentration as well as reducing social isolation in young people.
  • Young men are particularly at risk of mental health issues, social exclusion and social isolation; meaning online gaming may be a positive tool to improve their resilience.

  This relatively new phenomenon largely concerns more young men than young women. Although some research indicates gaming has positive effects, there is often concern around obsessive use, addiction, the length of time spent gaming, effects on interpersonal communication and social isolation, underage use, abusive behaviour including cyberbullying, ‘trolling’ and offensive content.

  Online games can be single player or multiplayer, hosting many players at once. There can be many positives to online gaming. Some games increase skills and concentration, and the association aspect of meeting like minded gamers can develop confidence and self-esteem.

  “Some games educate you and strengthens hand to eye co-ordination’’ – Finn (11)

  PEGI (Pan European Gaming Information) offer tips and advice as well as classifying games into age appropriate categories. They are keen to state that each individual child or young person has different capacities to cope with game content, and so age classifications can only be a guide. Discussions and conversations around each young person’s approach to online gaming are important.

  In terms of resilience, young men, particularly those experiencing low self-esteem, experiencing mental health struggles, facing social exclusion or isolation, or who don’t have community connections or family support are all at risk of problematic gaming behaviour. It is useful for professionals to recognise the links between disconnect and disadvantage which increases online vulnerability amongst young people, and work to overcome these barriers both offline and online, as both are deeply interwoven.

  Links and resources

  • Reachout: Understanding online gaming
  • Safe Network: Good practice
  • NetSmartz: What you need to know about online gaming
  • ChildNet: Online Gaming: An introduction for parents and carers
  • UK Safer Internet Centre: Gaming – resources for parents and carers
  • Office of the eSafety Commissioner: Online Gaming
  • The CyberSmile Foundation: Gaming Help Centre- Making Sure Everybody Can Enjoy Gaming Online

• Radicalisation
  Radicalisation
  

  32% of parents are concerned about radicalisation (Cybersafe, 2013)

  • People are less afraid to share offensive opinions online rather than face-to-face.
  • Concerns exist over the number of young people being radicalised by political extremists via the internet and social media.
  • Professionals must be mindful of potentially vulnerable young people and support them to build resilience to become resistant to these online hazards.

  People are more likely to share offensive opinions online rather than face to face. 32% of parents are concerned about radicalisation¹. There was a 308% increase in Google searches related to ‘radicalisation’ between Dec 14 and Jan 15². 1 in 10 children know a gang member ³

  1. Cybersafe, 2013.
  2. Google keyword research (Internet Matters)
  3. ONS, Crime Survey for England and Wales

  There is a growing concern over the number of young people being ‘groomed’ and ‘radicalised’ into terrorist activity by political extremists such as far-right groups. There are a small number of vulnerable young people who are exploited and recruited by groups using the internet, in particular social media networks, as platforms for their messages.

  When considering who is most at risk of accessing damaging ideologies, we can identify similar indicators to those young people who are less resilient to online hazards. These include those vulnerable to social isolation or exclusion and experiencing a time of personal or identity crisis. As professionals, we must be mindful of those young people whose offline vulnerabilities can impact their online activity and work to support these young people to build resilience.

  Links and resources

  • Radicalisation Research
  • Radical Research: What causes radicalisation
  • uk: Good practice around risks of radicalisation
  • Internet Matters: Information for parents

• Access to information
  Access To Information
  

  “I know I have support, people to talk to online and I am not alone with this.’’ – Brad (17)

  • Certain risks exist that young people may access damaging information or advice online such a pro-illness or self harm sites.
  • Mental health continues to be a taboo subject and access to services can be limited for young people. The digital world fills this gap as a space for young people to share ideas and receive information, support and guidance.
  • The digital world can provide a connection between young people and the support they need when most vulnerable. Professionals can help young people to approach support and information in a moderated way to reduce potential risk.

  The digital world helps young people to connect with others when they are at their most vulnerable. They can access a wealth of information and advice to answer questions or explore problems. This process can be empowering, particularly for those who are experiencing disadvantage or isolation, having a positive effect on their well-being and providing positive reinforcement as well as a sense of competence or capability.

  Mental health in particular continues to be a taboo subject, and although young people see it as a major cause of unhappiness, services are regularly cut and support can be non-existent. The digital world fills this gap as a space for young people to share ideas, explore identity, express themselves and receive information, support and guidance.

  Certain risks exist where young people access online information in relation to emotional wellbeing. How do young people navigate this wealth of information and decide what is reliable and safe? There are websites which offer sound advice and support, however, others promote unhealthy and damaging reinforcement. This can include distressing pro illness (such as eating disorders or self harm) websites and advice from unqualified unregulated sources. Whilst these pro-illness websites have been a focus of research and media attention, more recently the benefits of pro-recovery social media have been identified. Recovery focused online environments can provide young people with support, information and guidance on managing mental health conditions. Whilst it has been identified that moderation of such communities is important, professionals can support young people to self moderate and seek beneficial rather than potentially harmful content which could be reported.

  When considering who is most at risk of accessing damaging information and advice, we can identify similar indicators to those young people less resilient to online hazards. These include those vulnerable to social isolation or exclusion, or those experiencing a time of personal or identity crisis.

  Links and resources to positive sites

  • Ayemind: Mental health resources for young people
  • com: Online counselling and support for young people
  • NHS: Mental Health Advice
  • Young Minds
  • Mind: Finding reliable mental health information online
  • Beat: Virtually Anorexic – Where’s the harm? A research study on the risk of pro anorexia websites
  • NHS: Information Standard
  • National Elf Service: How do young adults with diabetes or mental health problems engage with online health information?
  • E-learning industry: The Teacher’s Guide to Keeping Students Safe Online
  • Common sense education: Protecting Your Students’ Data and Privacy

• Online CSE
  Online CSE
  

  ‘OSCE includes the much broader threat from online communication between an adult and a child for the purpose of sexual exploitation’ (CEOP, 2013)

  • A potential harm arising from young people’s engagement with the digital world is online child sexual exploitation (OSCE). Child sexual exploitation can occur through the use of technology without the child’s immediate recognition e.g. through the use of the internet or mobiles.
  • Whilst the internet can be seen as a rich commodity connecting young people globally, this potential is extended to OCSE which, through ‘the dark web’ and cloud computing, offers potential for perpetrators to exploit children and young people transnationally.
  • It is important for professionals to promote safe internet use and help young people to identify potential signs of online grooming or exploitation.

  One potential harm arising from young people’s engagement with the digital world is online child sexual exploitation (OSCE). Child sexual exploitation can occur through the use of technology without the child’s immediate recognition e.g. through the use of the internet or mobiles.

  Whilst the internet can be seen as a rich commodity connecting young people globally, this potential is extended to OCSE which, through ‘the dark web’ and cloud computing, offers potential for perpetrators to exploit children and young people transnationally.

  It is important for professionals to promote safe internet use and help young people to identify potential signs of online grooming or exploitation.

   Links and resources to positive sites

  • Children’s Society: Information about types of CSE
  • Internet Watch Foundation: OCSE Reporting
  • National Crime Agency
  • Jewkes, Y. and Wykes, M. (2012) ‘Reconstructing the sexual abuse of children: “cyber-paeds”, panic and power’, Sexualities, 15(8), pp. 934–952.
  • Stop It Now: CSE Prevention

• E-Therapies review
  e-Therapies Review

  Introduction

  As part of the MindEd programme, the National Collaborating Centre for Mental Health (NCCMH) was commissioned to carry out the UK’s first ever comprehensive systematic review of e-mediated therapies and computer-based-applications for the prevention and treatment of mental health problems and substance misuse in children and young people.

  To view a brief overview of the report and its conclusions, please download the information leaflet.

  You can also download the full report, but please note that this is a large file.

   

  E-Therapies Review Executive Summary

  Introduction

  The combination of a high prevalence of mental disorder in childhood (1 in 10 children and young people has a diagnosable disorder) and a relatively low general understanding of child mental health issues has created a strong case for using electronic media to increase mental health literacy and empower those working with children and young people, their families and young people themselves to address problems associated with common mental disorders, particularly anxiety, depression, ADHD and eating disorders. In addition to the advantage of computer-based-technologies in reaching a larger proportion of those in need than face-to-face methods, there may be considerations in relation to the cultural appropriateness of “e-therapies” – computer-assisted treatments for mental disorders – for children and young people, who are more likely to be accepting of an electronic interface and for whom the absence of stigma (which might be associated, for example, with face-to-face interventions) may be of particular value.

  The MindEd portal is a Department of Health commissioned website aimed at adults with professional responsibilities for children and young people, which provides information relevant to assisting children and young people with mental health problems. In this context, e-therapies are clearly of great relevance. Fortunately, over the past two decades computer-assisted treatment protocols available via the internet or via electronic devices have been proliferating. Many of these protocols could be usefully integrated into the MindEd offering. However, the translation of evidence-based treatments into computer-assisted technologies is neither obvious nor automatic, and before these therapies could be recommended, their effectiveness in treating mental disorders in children and young people has to be demonstrated.

  The e-Portal Consortium in charge of designing content for MindEd commissioned the National Collaborating Centre for Mental Health to review evidence in relation to computer-assisted therapies for consideration for inclusion within the portal and to conduct focus groups to elicit young people’s views on computerised programs. The review was intending to answer two questions: the first concerned the effectiveness of e-therapies and the second the availability of computer-based applications on the internet for children and young people with mental health problems, and the focus groups aimed to determine the acceptability of programs and to investigate aspects of concern and value to young people.

  Methods

  The literature review undertaken was conducted according to the NICE review protocol using standard search strategies and provided evidence profiles using the grading of recommendations, assessment, development and evaluation (GRADE) approach. Studies were selected which concerned any e-therapy that aimed to treat the mental health of a child or young person, either through remote therapist contact (e-mediated therapy) or through computer-based applications, either where the mean age of participants was under 18 or where all were aged under 25. All mental health problems were included. The review was restricted to studies in which a comparator – either no treatment or active intervention – was part of the design and where the mental health outcomes were measured in the children/young people participating in the investigation.

  Focus groups were undertaken in two groups of young people aged ≤25 years where four cCBT programs for anxiety and/or depression were tested followed by facilitated discussion. Participants were asked about their likes and dislikes, likelihood to use and opinion of therapeutic benefit for products tested in the focus groups and any previously used products. They were also asked whether they would prefer products that were used with or without a therapist being present.

  Results

  The review included 63 studies of e-mediated or computer-based therapies. These were interventions aimed at mood disorders (anxiety and deessioprn) (k=26), phobias (k=2), obsessive-compulsive disorder (k=2), posttraumatic stress disorder (k=1), eating disorders (k=6), attention deficit/hyperactivity disorder (k=10), conduct disorder (k=2), substance misuse (k=11), autism (k=1), Tourette syndrome (k=1) and psychosis (k=1). In terms of technologies, the interventions evaluated included computer-based technologies: computerised CBT (cCBT) (k=19), computerised problem-solving therapy (k=1), computer-based psychoeducation (k=1), computerised cognitive training (k=11), computer-based exposure (k=1), computerised information/training (k=11), computerised screening and feedback (k=2), computer-supported self-monitoring (k=1), computerised social skills training (k=1) and computerised attention or cognitive bias modification (k=9); and e-mediated therapies: video conferencing with individual CBT/other behaviour therapy (k=3), online group CBT (k=2) and online group support (k=1).

  The evidence was predominantly of low quality, with limited data, inadequacies in study design and unreliable outcome measures being major contributors to quality downgrading. The strongest evidence was for cCBT programs for depression in young people, where there appeared to be promise that these types of interventions could reduce depression in depressed populations and also reduce average levels of depression in general populations. Similarly, for cCBT programs for anxiety in young people, there was promise that intervention could reduce anxiety in general populations and some evidence that anxiety could be reduced in anxious individuals. For cCBT programs for anxiety in children, there was less data and the evidence was weaker.

  Other interventions with promise were cognitive training for ADHD, computerised parent training for conduct disorder and computerised interventions for substance misuse, where there was evidence of efficacy across a number of studies. For other interventions, evidence came only from single studies, but suggested potential efficacy for e-mediated delivery of therapies: online group CBT for depression, online group CBT for eating disorders, video conference CBT for depression, video conference CBT for OCD, video conference behaviour therapy for Tourette syndrome and online support group for psychological distress, and some computer-based therapies: cCBT for social anxiety and computerised social skills training for autism.

  Findings were inconclusive for the remaining interventions: computerised problem-solving therapy, mobile phone application for depression, computerised exposure for phobia, computerised psychoeducation for eating disorders, cCBT for PTSD, attention bias modification, cognitive bias modification of interpretations, cCBT for general eating disorders and cCBT for binge eating disorder. For the majority of these interventions, the evidence was of low quality and their effectiveness is still uncertain. For attention bias modification and cognitive bias modification, some evidence was of moderate quality, suggesting with slightly more confidence the lack of benefit of these interventions.

  At the time of this review there were no randomised control trials for interactive applications for smart phone or tablet based applications.

  The focus groups in young people of cCBT programs for anxiety and depression identified a number of important issues, such as the need for products to be engaging and up-to-date, the desire to set their own goals and be active in their therapy, the desire for continued contact with therapists and the importance of endorsement by medical professionals.

  Conclusions

  Computer-based applications such as cCBT and a number of other interventions show promise to provide effective independent treatments, and e-mediated strategies appear to be potentially useful for delivering therapy.

  Several general principles for the provision of these interventions and the development of new products and services were identified. There are opportunities to exploit new types of internet-based and computerised media but most currently available products are not free and have been developed and evaluated by private companies. Investment is needed for the development of products, with input from specialists in software design as well as psychology. The design and presentation of programs is important, and assessment should include acceptability to the target audience as well as aspects of technological suitability and therapeutic benefit. Due to the rapid expansion in the number of related publications, continued, robust, evaluation of the evidence for e-therapies is needed and this should include evaluation of their cost effectiveness. E-therapies should be delivered in a way that encourages an individual’s autonomy over their treatment but is integrated with their use of other mental health services.

• The Children and Young People’s Mental Health Coalition
  MindEd is pleased to be a member of the Steering Group for The Children and Young People’s Mental Health Coalition which brings together leading organisations, from across England, to form a powerful voice to campaign and lobby on issues around children and young people’s mental health and wellbeing.  We influence Ministers, Parliamentarians and key policy makers to change policy at the highest level to improve the mental health and wellbeing of all babies, children and young people in England.

  www.cypmhc.org.uk

• Youth Wellbeing Directory
  The Anna Freud Centre, working with partners, has created the Youth Wellbeing Directory to help you find support more easily and provide useful mental health information. The directory also includes information about how you might judge what makes a good service. Whether you are a young person looking for help for yourself or someone you know, or a teacher or social worker trying to help a young person find support, the Directory provides a list of local and national organisations for anyone up the age of 25, along with important information you may find helpful.

  We know that support is not one size fits all, so use this site as often as you need to, to find services that are the best fit for you. The information on this site provides a starting point to finding the right help for you or others.

  It is important to note, the information is provided by the organisations themselves, and is not checked  by the team behind the Youth Wellbeing Directory.  We encourage all organisations who join the directory to comply with our ACE- Value Framework and encourage people to consider these when considering a service but we do not independently check all the information provided.

  www.youthwellbeing.co.uk

• Place2Be
  Place2Be is a national charity providing emotional and therapeutic services in primary and secondary schools, in England, Scotland and Wales, building children’s resilience early in life through counselling, creative work and play.

  We also provide training on mental health and wellbeing for teachers and other professionals who work with children and young people, so we can help to build ‘mentally healthy’ schools and communities where all children can thrive.

  www.place2be.org.uk

• Making Every Contact Count (MECC)
  Making Every Contact Count is a behaviour change approach that encourages all those who have contact with the public to talk to them about their health and wellbeing. It encourages health and social care staff to use the opportunities arising during their routine interactions with patients and members of the public to have brief conversations on how they might make positive improvements to their health or wellbeing, including mental health.

  Health Education England’s Making Every Contact Count website provides a library of resources to support training, implementation and evaluation and messages from national leaders about why MECC is important. The tools enable our health and care workforce to help and encourage the patients and carers they engage with on a daily basis, to make healthier choices. elearning materials are also signposted to that can be used for staff training on MECC and its approaches.

  You can also find out about Health Education England’s work on Making Every Contact Count on their website.

• Your unborn baby and you
  Nine months is a long time the baby spends growing in the womb. If you have ever wondered what the unborn baby does all day (or night) then this video gives you a glimpse into their life. You can read the associated research by looking at the references at the bottom of the video.

  Watch the video here.

   

• Kidstime: Who Cares?
  There are an estimated 2m young people in the UK significantly impacted by parental mental illness and who exhibit symptoms such as anxiety, depression and social isolation.

  Our ‘Who Cares?’ project has been developed to respond to their needs. By working with, and within schools it is able both to reach the affected children requiring direct support, and to create a supportive, knowledgeable and needs-aware environment within the school that perpetuates the support for these young people.

  Our material includes:

  • Face-to-face and on-line training for teachers and school staff
  • Curriculum materials for whole-school cohorts about mental illness to improve awareness and reduce stigma
  • A ‘survival skills’ package for children affected by a parent with mental illness

  For more information please visit our website http://kidstimefoundation.org/who-cares/

• External references
  The following are useful links to external resources related to MindEd. Note that these links are outside the control and responsibility of MindEd.

  • Chief Medical Officer’s report 2013, Our Children Deserve Better: Prevention Pays

  • myCAMHSchoices, a website with advice for young people who have been referred to CAHMS, or are interested in finding out about it

  • NICE guidance papers on mental health and behavioural conditions

  • Child and Adolescent Psychiatry, 3rd Edition (2012) by Robert Goodman and Stephen Scott

  • Time to Change, an online programme to challenge mental health stigma and discrimination, led by Mind and Rethink Mental Illness

  • Royal College of Psychiatrists health advice page for parents and young people
• Background reading
  During the authoring of the MindEd programme many of the authors were provided with background reading in the form of the book:

  EAPEN, V., GRAHAM, P. and SRINATH, S. (2012). Where There Is No Child Psychiatrist. RCPsych Publications.

  Valsamma Eapen, Philip Graham and Shoba Srinath

  This very helpful book is available from the Royal College of Psychiatrists through their ‘Useful Resources’ web page, here:

  www.rcpsych.ac.uk/usefulresources/publications/books/rcpp/9781908020482.aspx

• Promoting the MindEd programme
  The following materials have been created to help you to encourage your colleagues or members to access the MindEd elearning programme and improve the knowledge and understanding of child and adolescent mental health in your organisation.

  Poster: Download the poster then print and display in communal staff areas, e.g. staff room notice boards.

  Infographic: Download the infographic poster illustrating the results of the MindEd mental health awareness poll. Print and display in your communal staff areas.

  Download these leaflets then print and display, or upload to your intranet and attach to email bulletins.

  Leaflet 1: Download this leaflet to promote MindEd for Professionals and Volunteers
  Leaflet 2: Download this leaflet to promote MindEd for Families Children and Young People
  Leaflet 3: Download this leaflet to promote MindEd for Families Older People

  Web banners: Upload these to your intranet or staff email bulletins and link to www.minded.org.uk.

  Download web banner 216 x 108 PNG

  Download web banner 650 x 240 PNG

  Videos: You can download or embed any of the MindEd video resources, including the MindEd story, presentations and interviews, from our YouTube channel MindEdUK.

  We also offer the option for organisations to recommend a selection of the MindEd elearning resources to their workforce/membership through the creation of a tailored ‘MindEd Learning Path’. This is a page, accessible to registered MindEd users, dedicated to your organisation’s recommended elearning, with links to your website, images, videos and other resources.

  If you have any questions about the promotional resources, or would like to speak to us about building a learning path, contact us at minded@rcpsych.ac.uk.

• Evaluation of MindEd
  The National Children’s Bureau (NCB) evaluation of the MindEd elearning portal ended in Spring 2015.

  This evaluation covered the parts of the portal available at the time including Core Content, the Healthy Child Programme and Counselling MindEd.

  Overall, one of the evaluation’s key conclusions is that MindEd has been generally welcomed across sectors and is seen as a resource that has the potential to build knowledge and understanding of children and young people’s mental health and emotional wellbeing across all services that work with children and young people. Various recommendations for improvements and further developments are also made and these are being addressed as part of the next stage.

  To find out more, download the full report.

  Alongside the main Evaluation report a separate evaluation of Counselling MindEd was commissioned, as part of that funding stream, managed by the BACP. The final report drew similar and related conclusions to the main report, along with some specific recommendations for the BACP.

  To find out more, download the report.

Thank you to our whole team

• MindEd is an enormous undertaking and would have not been possible without the support and enthusiasm of many, many people, to whom we say...Thank You!

  MindEd is an enormous undertaking and would have not been possible without the support and enthusiasm of many, many people, to whom we say...Thank You!

  MindEd is an enormous undertaking and would have not been possible without the support and enthusiasm of many many people. We owe all of these people a debt of thanks, especially those who gave of their time and knowledge at their own cost, in their own time.

  The following is a list of all those who contributed in some way, small or large, and to whom we say, Thank you!
  (all names are in alphabetic order within section)

  Editors

  Dr Paul Carter, Prof Mick Cooper, Dr Max Davie, Julia Garden, Dr Brian Jacobs, Dr Raphael Kelvin, Dr Andrew Reeves, Prof Shirley Reynolds, Dr Louise Theodosiou

  Authors & Sub-Editors

  Ishaq Abu Arafeh, Katherine Agong, Anca Alba, Janice Allister, Alice Ambrose, Kirsten Amis, Della Austin, Bill Badham, Robin Balbernie, Jane Barlow, Naomi Barrow, Maisy Baxter, Christopher Bentley, Sarah Bernard, Denise Bevan, Liz Bland, Bernie Borgstein, Elaine Bousfield, Alex Boyd, Lynne Brown, Helen Bruce, Rachel Bryant-Waugh , Christine Buglass, Stephen Butler, Maria Callias, Sarah Cannell, Nicole Capon, Stephanie Carr, Paul Carter, Cath Connolly, Nicola Connolly, Alistair Cooper, Mick Cooper, Simon Cornwell, Cathy Cresswell, Karen Cromarty, Tessa Crombie, Andrea Danese, Matthew Daniel, Max Davie, Kevin Davis, Chris Davis, Ani de la Prida, Mark Deakin, Margaret Dejong, Enys Delmage, Penny Dobson, Gary Doherty, Bernadka Dubicka, Colin Dunkley, Prof Jason Ellis, Amy Feltham, Stephanie Fenwick, Laila Fish, Tamsin Ford, Helen Foster, Ian Frampton, Peter Fuggle, Catherine Gallop, Elena Garralda Hualde, Chris Gentle, Jo Gilbert, Danya Glaser, Andrea Goddard, Simon Gowers, Philip Graham, Richard Graham, Bridget Grenville-Cleave, Paul Gringras, Alyson Hall, Justin Hancock, Anthony Harbour, Charlotte Harrison, Dan Hayes, Heather Hayward, Peter Hindley, Carol Holliday, Anne Humphrys, Margaret Hunter-Smallbone, Russell Hurn, Jonathan Hyer, Vanessa Impey, Sally Ingram, Karen Irvine, Brian Jacobs, Tony James, Peter Jenkins, Grace Jeremy , Stacey John-Legere, Kirsten Johnson, Frances Jones, Rita Jordan, Janne Karpf, Emma Karwatzki, Daphne Keen, Raphael Kelvin, Mary Kiddy, Hannah Kinsey , Pooky Knightsmith, Ben Ko, Leo Kroll, Rosie Kyeremateng, Marinos Kyriakopoulos, Clare Lamb, Guy Larrington, Judith Lask, Duncan Law, Pete Lawrence, Michelle Lee, Eleanor Leigh, Gunny Lenz-Mulligan, Jane Levers, Lucy Liu,Julia Lofts, Mark Lovell, Rabia Malik, Nich Mann, Barbara Maughan, Laura May Brain, Paul McArdle, Laura McCaig, Chris McCree, Eunan McCruddan, Deb McNally, Adele Meader,Laura meek, Bonnie Meekums, Nina Mguni, Wendy Minhinett, Tracey Mitchell, Liz Monaghan, Emma Morris, Judith Mulcahy, Annie Mullins, Carolyn Mumby, Kirithika Muthusamy, Pam Myles, Elizabeth Neill, Siobhan Netherwood, Richard Newton, Pauline Nicklin, Anula Nikapota, Barry Nixon, John Oates, Julia Ogden, Dennis Ougrin, Alistair Parker, Monica Parkinson, Lynn Pashby, Peter Pearce, Juan Perez, Andy Phippen, Anna Picciotto, Carmen Pinto, Rachel Pryke, Iris Rathwell, Liz Raynor, Anna Redfern, Ruth Reed, Andrew Reeves, Jessica Richardson, Glen Ridgway, Mark Rivett, Jane Roberts, Mary Robertson, June Rogers, Gillian Rose, Mandy Rose, Ginny Russell, Giselle Ryan, Paramala Santosh, Stephen Scott, Aaron Sefi, Ros Sewell, Mike Shaw, Mima Simic, Maxine Sinclair, Jade Smith, Keren Smith, Patrick Smith, Peter Smith, Becky Southall, Sheila Spong, Nicola Stait, Jacqui Stedmon, Dave Stewart, Cathy Street, Kelli Swain-Cowper, Elaine Tabony, Eric Taylor, Lucy Taylor, Jenny Taylor, Louise Theodosiou, Michelle Thomas, Taryn Tracey, Karen Treisman, David Trickey, Cathy Troupp, Valsamma Eapen, Panos Vostanis, Justin Wakefield, Toni Wakefield, Emma Wakefield , Patti Wallace, Paul Wallis, Jody Warner-Rogers, Finn Webb, Benjamin Wellens, Benjamin Wellens, Charles Wells, Charles Wells, Joe Wells , Gabriel Whitlingum, Hannah Whitney, Lorraine Wicksey, Paul Wilkinson, Lisa Williams, Tim Williams, Alex Williams, Kirsty Wilson, Miranda Wolpert, Jenny Woodman Matt Woolgar, Rob Wrate, Jane Wright, William Yule

  Executives

  Prof Peter Fonagy, Dr Andrea Goddard, Dr Peter Hindley, Dr Duncan Law, Dr Neil Ralph, Prof Shirley Reynolds, Nancy Rowland, Alan Ryan, Dr Alistair Thomson

  Programme Team

  Layla Brokenbrow, Keith Chambers, Helen Coles, Darren Cooper, Lisa Davies, Thines Ganeshamoorthy, Laura Green, Jonathan Guy, Marcus Hook, Alex Laver, Jo Lawton, Kate McDonald, Sabrina Naqvi, Ian O’Donoghue, Josie Oyinlola, Emma Palmer, Christine Sealey, Martin Sinclair, Lauren Snaith, Cathy Street, Martin Thompson

  Learning Designers and Support Team

  Lyndsey Callion, Paula Casey, Rashmi Chavda, Alice Denham, Stephen Gibbons, Clair Guy, Jonathan Guy, Steven Hewitt, Charlotte Howell, Paul Kelly, Stuart Kruse, Wendy Lowe, Angelina Montinaro, Scott Mountifield, Alan Mullen, Kym Ryan, Amanda Savage, Ade Shannon, Bob Smith, Simon Smith, Paul Stevens, Jen Van Iwaarden, Karen Walker, Victoria Ward,

  Consortium

  Claire Bethel, Bernie Bickerton, Sarah Brennan, Helen Bruce, Sheryl Burton, Sarah Carter, Rebecca Cavilla, Jaime Craig, Matthew Daniel, Max Davie, Elizabeth England, Liz Fellow-Smith, Nicola Golding, Richard Griffiths, Dave Jago, Duncan Law, Matt Legg, David Lockwood, Andrew Long, Sam McNabb, Mohini Morris, Faraz Mughal, Anne O’Herlihy, Julia O’Sullivan, Claire Phillips, Dirk Pilat, Martin Pratt, Kathryn Pugh, Jane Roberts, Andrew Rogers, Nancy Rowland, Alan Ryan, Fiona Smith, Liz Smith, Cathy Street, Alistair Thompson, Mervin Townley, Karen Turner, Ed Walkington, Kate Ward, Lysanne Wilson

  Media, Comms and Marketing team

  Jonathan Calder, Lucy Chaplin, Ruth Clowes, Jack Cutforth, Matt Forster, Ian Friday, Sally Kenny, Elizabeth Leicester, Richard Newson, Nick Palmer, Jenifer Phillips, Jacquie Potts, Lauren Snaith, Jennifer Wallis

  Video Production (Spectrecom)

  Kathy Bird, Arthur Briggs, Kate Bromley, Chris Karageorgiou, Matt Kelly, Ivaylo Minov, Tom Pickard, Danielle Wilmot

  Video Production (Other)

  Ben Ashton, Abbi Burrows, Maria Callias, Nicola Connolly, Noela Doran, Peter Fonagy, Saffron Harrington, Sophie Harvey, Eric Haxhilari, Dean Hewitson, Guy Larrington, Michelle Lee, Lesley Makin, Katie Mitchell, Pam Myles, Jasmine Noel, Tania Pratt, Dave Savage, Tony Slevin, Julie Slevin, Alison Smith, Emily Smith, David Wallace, Joe Wells, Hannah Whitney, Andy Wilkins, Bruce Williams

  City & Guilds Kineo

  Sarah Clarke, Lucy Deacon, Lewis John, Kate McDonald, Ryan O’Malley, Amanda Rubython, Monika Wojtanowicz