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Science-backed system
- myHappymind for families is a science-backed system designed to help you develop confident, resilient children with the self-esteem and tools to thrive — because a greater sense of wellbeing means they’re better equipped to succeed in life.
myhappymind.org/
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myHappymind for families is a science-backed system designed to help you develop confident, resilient children with the self-esteem and tools to thrive — because a greater sense of wellbeing means they’re better equipped to succeed in life.
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Families. Our family programme is science- backed and...
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myHappymind for Parents supports parents and carers in developing a deep understanding of the science of happiness and wellbeing so that they’re able to teach their children. myHappymind for children provides 3 different curriculums by age for families to dive into and bring the learning to life.
Families. Our family programme is science- backed and designed to help develop confident, resilient children with the self-esteem and tools to thrive. Learn more. Our programme structure. myHappymind is taught across five modules and each introduces a new set of content and habits to help children build resilience, self-esteem and confidence: 1.
myHappymind aligns with the NICE Guidance and NHS England’s Long Term Plan to increase access to mental health education by: • Empowering children to understand their own mental health by teaching them the same methodology delivered to school staff and families: “No decision about me, without me” – Department of Health, 2010
"The simplest and most effective way to build your child's resilience, self esteem and confidence so that they can thrive!" resilience, self esteem and confidence so that they
What is it? myHappymind is an award winning programme for schools & nurseries, familiesand organisations. It is delivered by class teachers across 5 modules, all designed to develop critical knowledge and habits that support children’smental health.
myHappymind is a truly preventative intervention delivered to all children in a school, as opposed to most interventions which are reserved for children at the point of need. It prevents children from reaching the stage where they need specialist support from CAMHS and other services.