Case studies to explain the different Practice Levels

A music teacher has been delivering regular individual lessons to Finn, an S3 pupil for the past 3 years. The teacher notices Finn’s presentation has changed; he is usually outgoing and enthusiastic but recently Finn has been quiet, seems distracted and has not completed his usual practice between lessons. Concerned about these changes, and aware that a young person can show their emotional distress in a variety of ways, the teacher asks Finn how he is. Finn says he is fine and does not elaborate further. The teacher tells Finn that if there is anything he would like to talk about, they are always there to listen. The teacher takes their concerns to their line manager aware that it is important to notice and record such changes using the GIRFEC National Practice Model. The teacher asks Finn how he is during his next music lesson. This time, Finn shares that his granny has been very unwell and is undergoing various medical tests. She usually visits every day and is very much involved in their family life; however, this has changed during her illness. The teacher takes time to listen actively, be empathic and reflects on how this may have had an impact on Finn’s mental health and wellbeing and ability to function at school. Together they decide who and what else could help and agree that they will speak to Finn’s named person, who is his key point of contact within the GIRFEC framework, and they plan together what feels ok to share with them. The teacher reflects on this experience and understands the importance of safe and confiding relationships for good mental health and wellbeing and decides to routinely check in with pupils about their wellbeing. In addition, they seek regular support from their line manager to talk through the impact that this aspect of work has on their own wellbeing. With their line manager, they review the relevant sections of the Mental Health and Wellbeing Knowledge and Skills Framework and, using the digital learning map, identify an online training resource that captures the key elements of a helpful conversation with a child or young person. Finn’s music teacher completes this training and feels more confident about the skills they already have about how to ask children how they are and how to best respond when problems arise.

A systematic review is completed comparing the existing course content against the Informed and Skilled levels of each dimension of the Framework. As a result of the review, it is noted that there are areas of strength within the course content, for example, in relation to child development and attachment as well as knowledge about mental health. The relevant themes within these dimensions are covered in appropriate depth for this training group. The review highlighted a need for increased course content about neurodevelopmental complexity and supports and interventions for neurodiverse children. The Digital Learning Map signposts to existing, high quality and evidence-based training resources that can be incorporated into the training course.

Jane has transitioned into a new role in her organisation and following training, she will be delivering a mental health intervention, supported by coaching from a colleague with Specialist level knowledge and skills. Jane and her line manager use the Knowledge and Skills Framework to discuss her development needs for this new role. First, they identify that her role in relation to Mental Health and Wellbeing is at the Enhanced Practice level. Then they map Jane’s current knowledge and skills against the Framework, across the Informed, Skilled and Enhanced Practice levels. In addition to the training about the psychological intervention, Jane identities a need to hone her communication skills and increase knowledge and skills around stigma and discrimination associated with mental health. Jane and her manager generate a training plan, which includes reading, training events, observing colleagues, and being observed and given constructive feedback.