ASA Productions (UK) Ltd Film, Television & Media Producers for BBC

TENDER DOCUMENT for New Content for The Learning Zone Secondary PSHE - Mental Health and Emotional Wellbeing

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BBC TLZ Secondary PSHE Mental Health and Emotional Wellbeing TREATMENT INTRODUCTION The increase in mental health issues amongst young people is a growing concern for education and health professionals. Storylines in youth television programming and Internet support forums have opened up conversation around this issue and many young people experiencing difficulties are using these safe spaces on the Internet to reveal their feelings and concerns, and to seek help. The case studies given here as possible examples for use within the classroom clips, are drawn from initial conversations with young people, parents and health professionals but also include adapted stories from some of those support forums. Access to actual case studies can be difficult for obvious reasons of confidentiality and child protection, therefore, whilst each case will be recognisable in parts, it does not currently lead directly back to one person. Professionals have been helpful in responding to the suggested content by providing guidelines and information that validate the case studies and are willing to advise should this brief be accepted. It is understood that these clips deal with sensitive issues but it is hoped that we can broaden the debates and offer opportunities for informed and supportive classroom discussion. STYLE OF PROGRAMME The programme will be a stand-alone piece (1 x 30 minutes). This can be viewed as a whole documentary, or studied as segments in the form of classroom clips that can be accessed through the Learning Zone on broadband. The programme will consist of a series of short clips designed to trigger the imagination and to engage the student as well as providing teachers with the essential learning outcomes, which gives scope to encourage class participation. The programme will be divided into six sections of similar length and structured using no narration. Instead the narrative will be told through individual stories told by the sufferer in the form of voice-over and short interviews. Some of the stories will use family members or friends to reflect how the sufferer affects other people around them. There will be occasional interview comments from health professionals to give a full understanding of the condition or problem. We propose to use stories from people who suffered at that age but who are now at a consenting age, in order to minimize the confidentiality and child protection issues that are associated with approaching young people directly. After interviewing them we will reconstruct their stories bring out the key leaning issues. The images will be shot in such a way that they will be touching on mental health issues. To do this we suggest a crime investigation approach where the viewer is taken through the events, probing and looking at the facts and piecing the jigsaw together to help understand how and why the events happened. The stories will be fast paced told though the use of reconstruction flash backs (similar to BBCs Crimewatch) and the filming style will make reference to those used in Sugar Rush (Channel Four) and CSI (Five). Each section or clip will open with a graphic style image of a crime scene investigation board. Within the board there will be images of the sufferer at various stages of their condition and situations, stills of members of their family and friends, together with pinned cryptic notes and clues and signposts, to help the narrative unfold. During the clip/segment the camera would move around the board picking out each part of the story, initially focusing on the problem or symptom, then moving to the section of the board showing the cause or signposting to support.

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CONTENT The proposed style and content of the clips aim to draw understanding and empathy from the audience. In each of the case studies it is proposed that the story is told through interviews and reconstructions. These will be used to raise awareness of mental health conditions and some of the symptoms, and will also aim to highlight positive approaches to coping with mental health difficulties. There will, therefore, be opportunities to signpost support either through the graphic styling of the clips, or through interviews with health and other professionals, or both. The suggested case studies that follow are prefaced by an outline of the key themes they contain and offer ideas for further potential discussion in the classroom. The first case study, on depression, also has some suggestions for how the content might be translated onto the screen, and serves as an example of how the content of the other case studies might be adapted to create the remaining clips. Depression (including alcohol abuse and risk behaviour) Outline of key themes or discussion points: Impact of homophobia on young people; alcohol abuse to cope with depression; dangers of risky behaviour; support that may be available from health service professionals, youth services and within schools. Depression case study example: Young man, 14 -16 years A young person in care is bullied at school over his sexuality. He comes out to a few friends but the whole school finds out and he suffers verbal & physical abuse. Unable to escape from the bullying he becomes increasingly depressed, engages in under-age drinking in a gay venue and puts himself at risk with older men. Care workers become concerned about his vulnerability, depression and alcohol abuse and arrange for psychiatric and medical support for him. He agrees to start a course of anti-depressants and to give up drinking. The young man is also encouraged to get involved in positive activities, and helps a care worker set up an LGBT youth club to support other LGBT young people. Suggestions for interviews and reconstructed scenes: A young male is slumped over a table with an older male shaking his shoulder. Same male slumped in same pose over his desk in school with audio of homophobic taunts, his shoulder being shaken by teacher to wake him at end of lesson. Interviews with professionals involved e.g. concerned care worker, teachers, youth workers, LGBT group Interview with young male about his reasons for alcohol abuse and risky behaviour. Young male engaging in positive youth club activities.

Anxiety, panic attacks & eating disorders Outline of key themes or discussion points: phobias; anxiety; panic attacks; body image; benefit of sport in creating positive attitudes and releasing nervous energy Anxiety case study example: Young woman 13-19yrs Following a traumatic episode of vomiting in a public place, a young girl refuses to eat out, and will only accept very small portions of food for fear of it happening again. Despite family support, psychiatric consultation and counseling, her relationship with food generally becomes increasingly difficult and her diet restricted. In an effort to cope with (and overcome) the phobia, the young person sets increasingly high standards for herself and others around her. Her fear of failure increases her anxiety and stress levels leading to panic attacks which impact on
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various aspects of her life. Sports activities help as an outlet for her anxiety, but compound some issues around body image. She chooses to study at a university some distance from home and manages to learn how to control the panic attacks, although issues around eating and body image remain. She has also learnt to channel her anxieties to achieve high standards in both her career and sport. Self harm Outline of key themes or discussion points: Impacts of bullying; self harming as an escape; suicidal thoughts; role of adults and importance of open communication Self harm case study example: Young female; 13 -16 yrs A young girl in year 7 experiences bullying on a school trip abroad. The two girls she shares a room with begin a series of practical jokes that escalate into damaging the gifts she has bought for her family. She tells the staff and is moved to another room. Back at school the bullying continues and intensifies until she escapes from it by running home at lunchtime. Her parents inform her teachers but despite intervention there is little change. Returning to school after a long period of absence for a major operation the bullying resumes, resulting in physical abuse. The young girl, now aged 14 yrs, starts regularly self-harming often using a serrated bread knife to increase the pain. At 15yrs, still being bullied by the same two girls, she takes 3 boxes of paracetamol in desperation. Realising herself that it is a cry for help and not a desire to commit suicide, she phones her mother. The urge to self-harm remains even as a young adult but, now with her own young family, has found other ways to cope. Anger

Outline of key themes or discussion points: anger as a negative force; loneliness; impact of racist bullying; role of adults; gang culture; consequences of violence; positive activities and thought; anger coping strategies Anger case study example: Young male; 12yrs A Pakistani boy growing up in very white area of the country has no issues at primary school. He experiences racist bullying at secondary school, where teachers didnt seem to notice or didnt care. He feels increasingly alone and desperately wanting to be part of something he gets involved in a violent gang. Constant anger, mainly due to unresolved bullying, leads him to become involved in increasingly violent behaviour resulting in a conviction for assault. The turning point for him comes when close friends are convicted of robbery and go to prison. He becomes involved with a local young peoples magazine as a way of expressing his anger creatively, and has developed new strategies for coping. Psychosis

Outline of key themes or discussion points: psychosis in relation to drug use; impact on lifestyle; signs of psychotic behaviour; depression; support agencies Psychosis case study example: Young male: 16yrs A young male smokes his first cannabis joint at 11 years old and by 16 is a regular user. His life becomes centred on
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getting stoned and he loses interest in schoolwork or planning for his future. He experiences severe depression and feelings of being spaced out, with his only real interest in getting high. On one occasion he has a psychotic episode and is terrified but continues smoking cannabis. The episode is followed by numerous arrests for increasingly bizarre behaviour and he ends up being sectioned for four months. He eventually manages to stop smoking and receive the correct medication, which makes his life much easier to deal with. Obsessive compulsive behaviours

Outline of key themes or discussion points: coping with pressure; adapting to change; school atmosphere; OCD behaviour recognition; support Obsessive compulsive case study example: Young male: 14yrs old Due to his parents divorce young male has to change schools. He is reluctant attend the new school which is highly competitive academically, and has a reputation for determined and aggressive students. The young male soon starts to suffer from excessive exam stress due to pressure from peers, parents and staff to succeed, and begins to exhibit unusual behaviour patterns; when being driven to school he is constantly looking over his shoulder and, in the house, he starts checking all electric switches before going to bed. He also develops a nervous twitch of his legs, which alerts his parents to a possible problem, and they obtain professional help. The problem continues into his University life and affects his ability to socialise and form relationships. BUDGET & VALUE FOR MONEY BUDGET BREAKDOWN SUMMARY Pre-Production & Production Unit Production (Crew, Actors, Equipment, etc.) Post-Production Sub Total Overheads Contingency Grand Total TOTALS 17,540 17,200 14,655 49,395 4,940 4,040 59,274

We have outlined 6 clips within the content at this first phase. We will produce 6 clips and using our budget breakdown each will cost approximately 9K - 10K each. This is made up of 2 - 3 months pre-production (AugustOctober), 8 shooting days spread between of October though to November and 32 days post-production with delivery at the end of January 2011. (Separate budget breakdown and schedule documentation available on request.) Achieving Value for Money is a major consideration in the planning and budgeting of all ASA productions. Being a small independent company our principles and standards of work have produced VfM for many TV commissions ensuring that the money appears on the screen. This has been born out by many programmes we have produced for Channels with low budgets and achieving high acclaim winning many awards. This is accomplished by: o Employing a carefully selected skill mix of highly experienced freelance personnel, assisted by carefully
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selected trainees maximizing the use of skills ensuring cost effective & efficient teams. o o o o o o Having in place freelance & key personnel on agreed rates. Close monitoring of the production budget. Using in-house facilities & equipment (Camera & Editing) hiring only when the necessity arises. Having our offices outside, but close to London, helping to keep overheads to a minimum. Responding to opportunities to enhance the economy, efficiency and effectiveness of the companys activities by using new technologies as they become available. Attracting people and participants with skills exchange fees.

PRODUCTION TEAM & CONTRIBUTORS STEPHEN SAUNDERS PRODUCER/DIRECTOR Television Film & Video Producer / Director for ASA Productions (UK) Ltd, producing programmes for many Blue Chip Companies & Television Channels (BBC, History, Yesterday, SKY Arts), www.asa-uk.tv. Lecturer in Broadcast Media and Content Creation Ravensbourne College of Design & Communication. BAFTA Nominee for Channel 4 Schools programme, worked extensively on many Healthcare projects for educational & promotional use including Metal Health issues with many awards. DAWN ROBERTSON PRODUCER/EDUCATION RESEARCHER Postgraduate diploma in Fine Art; BA (hons) in Combined Studies, Dip H.E. Education/Visual Arts & Media; Certificate in Mentoring (Education); Arts Award adviser (bronze /silver),Trinity College, London; Arts & Equalities project consultation and co-ordination, writing proposals & bespoke project design; experienced in creating & delivering arts and issue based curriculum and community resources; former Course Leader & Lecturer at Stafford College & Equalities consultant; producer & researcher for education programming with ASA Productions (UK) Ltd. SAM HANSON PRODUCER/RESEARCHER BA in Graphic Design, a Higher Diploma in Design and an MA in Fine Art & MA in Creative Writing. Producer & researcher of many health related programmes for Thames TV; Lecturer in Broadcast Media and Content Creation, Ravensbourne College of Design & Communication. Former researcher & Producer of factual programmes; childrens, daytime and documentaries. DAVID ARSHARDI DIRECTOR/EDITOR BA Honours in Content Creation for Broadcasting and New Media. Worked with ASA Productions on many Broadcast & Corporate productions, Pukka Films on many Corporate programmes, finished working New Zealand as Editor for many independent TV companies DAVID I SMITH EDITOR, GRAPHIC COMPOSITOR, GRADING 24 years experience in post-production, former owner of Oasis TV post-production facilities in London. Currently has own editing, compositing and grading facilities. Is completely accustomed across all new technologies. BAFTA nominee. PROFESSOR DAVID J. NUTT - a British psychiatrist and neuropsychopharmacologist specialising in the research of drugs which affect the brain and conditions such as addiction, anxiety and depression. He is a professor at the University of Bristol heading their Psychopharmacology Unit. Holds the Edmond J Safra chair in Neuropsychopharmacology at Imperial College, London. RESEARCH Sue Knight, PSHE Co-ordinator, Staffordshire County Council Chris Berry, Teacher, Cannock Chase High School, Staffordshire Sarah Robertson, Learning Resource Manager, The Harefield Academy, Uxbridge Art therapist & counsellor Mental health professionals, NHS & CAMHS Rethink Mind Young Minds Stonewall Royal College of Psychiatrists

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