Alan Farrell (Dublin North, Fine Gael)
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Question 158: To ask the Minister for Education and Skills his policies or future proposals to prevent mental health issues in students at primary and secondary level; and if he will make a statement on the matter. [30005/11]

Alan Farrell (Dublin North, Fine Gael)
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Question 159: To ask the Minister for Education and Skills the resources in place within schools for children with diagnosed or suspected mental health issues; and if he will make a statement on the matter. [30006/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 158 and 159 together.

The Social Personal and Health Education (SPHE) programme is a mandatory part of the curriculum in primary schools and in junior cycle since 2003 and is designed to promote positive mental health. It is supported by comprehensive teacher guidelines and curriculum support services which provide training and advice for schools and a resource directory. Its aim is to foster personal development, health and well being of children, to help them create and maintain supportive relationships, and develop the skills and attitudes for responsible citizenship.

All post-primary schools also provide a guidance and counselling service for their students and they receive ex-quota hours from the Department for this provision. The service includes the provision of individual guidance and counselling for students either at critical stages in their education or at times of personal crisis.

Schools also use Mental Health Matters, a resource pack on mental health for 14 to 18 year olds developed by Mental Health Ireland on an optional basis as a module in the Transition Year Programme, an element of the Leaving Certificate Applied Programme, a component of the SPHE programme or an element of other subjects such as Religion or Home Economics. Psychologists from my Department's National Educational Psychological Service are present in schools across the country and provide a range of supports to school authorities and communities which include both the promotion of positive mental health among the general student body and assistance in supporting pupils with particular social emotional or behavioural difficulties. NEPS promotes the development of structures and supports among teachers and schools care teams which assists and encourages the development of contact and collaboration with the relevant local HSE mental health agencies including the Community Psychology Services and Mental Health Promotion Officers and the referral services of the Child and Adolescent Mental Health Service (CAHMS).

My Department also provides a range of teaching and care supports for children of school-going age with special educational needs, including children with Emotional Disturbance and Severe Emotional Disturbance. The precise level of support is determined by the special educational needs of the particular child.

Children with Emotional Disturbance/ Severe Emotional Disturbance may be entitled to additional provision in school, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05. Pupils who have care needs may also receive access to Special Needs Assistant support.

It is a matter for each individual school to use its professional judgement to use the resources available to the school to intervene at the appropriate level with such pupils. My Department has provided a range of advice to schools on the matter of whole-school planning by means of various publications including Circular SP ED 02/05, the Learning Support Guidelines and the National Educational Psychological Service (NEPS) booklet 'A Continuum of Support'.

Schools should use the guidance in the documents that have been provided to develop policies and procedures to suit the circumstances of the school and the needs of the pupils. It is open to schools to seek advice of their NEPS psychologist to seek further guidance and advice in relation to the establishment of whole-school procedures.

Finally, the Deputy is aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resources to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support.

Alan Farrell (Dublin North, Fine Gael)
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Question 160: To ask the Minister for Education and Skills the extent to which teachers are trained to provide counselling, support and development therapy for children with mental health issues; if there are any proposals in place to improve the availability of counselling services for students within schools; and if he will make a statement on the matter. [30007/11]

Alan Farrell (Dublin North, Fine Gael)
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Question 161: To ask the Minister for Education and Skills if teachers at primary and second level are trained to recognise symptoms of mental health disorder in students; if not, his plans to introduce this at a later date; and if he will make a statement on the matter. [30008/11]

Ruairi Quinn (Dublin South East, Labour)
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I propose to take Questions Nos. 160 and 161 together.

Student teachers in the Primary Colleges of Education are supported across a range of courses to identify children who are at risk from a variety of causes, including those that would contribute to issues around mental health. These courses include Psychology, Sociology, Social Personal and Health Education and aspects of Teaching Studies. While counselling children with mental health issues is best undertaken by professionals in that area and not by teachers, it is important that student teachers have the knowledge and skills needed to identify the need for early intervention.

At post-primary. student teachers have courses in educational psychology and in special education needs. These courses prepare them to recognise common special needs in students and to respond appropriately in their teaching. They also learn about adolescent development and some of the psychological stresses that may occur. They are not specifically prepared to recognise or diagnose any specific mental health disorders, or to determine the appropriate treatment of these disorders.

The Social Personal and Health Education (SPHE) programme is a mandatory part of the curriculum in junior cycle since 2003 and is designed to promote positive mental health. It is already supported by comprehensive teacher guidelines and curriculum support services which provide training and advice for schools and a resource directory. Its aim is to foster personal development, health and well being of children, to help them create and maintain supportive relationships, and develop the skills and attitudes for responsible citizenship. It is designed for implementation in the context of a caring whole-school approach which is supported by the pastoral care structures in schools and provides opportunities to teachers to train in the area of Mental Health.

The Support Service have collaborated with the Mater Child and Adolescent Health Service to develop a resource for schools called "Working Things Out" through SPHE. This resource contains classroom materials on a number of mental health issues and is given to teachers as part of the mental health training course. It also assists teachers in recognising early indications of mental health condition in pupils. The SPHE Support Service is also currently working with the National Office of Suicide Prevention and the HSE to develop guidelines for schools on mental health promotion.

Schools also use Mental Health Matters, a resource pack on mental health for 14 to 18 year olds developed by Mental Health Ireland on an optional basis as a module in the Transition Year Programme, an element of the Leaving Certificate Applied Programme, a component of the SPHE programme or an element of other subjects such as Religion or Home Economics. All post-primary schools also provide a guidance and counselling service which is available for their students and they receive ex-quota hours from the Department for this provision. My Department recognises qualifications specifically for the purpose of guidance at post primary level. The service availability is adequate and includes the provision of individual guidance and counselling for students either at critical stages in their education or at times of personal crisis. My Department funds the provision of ongoing professional support through a Counselling Supervision service, providing advice and sharing practice on issues of concern.

Psychologists from my Department's National Educational Psychological Service (NEPS) are present in schools across the country and provide a range of supports to school authorities and communities which include both the promotion of positive mental health among the general student body and assistance in supporting pupils with particular social emotional or behavioural difficulties. NEPS promotes the development of structures and supports among teachers and schools care teams which assists and encourages the development of contact and collaboration with the relevant local HSE mental health agencies including the Community Psychology Services and Mental Health Promotion Officers and the referral services of the Child and Adolescent Mental Health Service (CAHMS).