This study considers the effectiveness and role of Nurture Groups in addressing children's and older students' self-esteem. It is suggested that self-esteem is nebulous in the field, calling for a re-conceptualisation. In light of existing models of self-esteem, the Nurture Group literature is systematically reviewed to ascertain Nurture Groups' effectiveness in promoting academic self-esteem specifically. Following the application of criteria, eleven quantitative, qualitative and mixed-method studies are analysed. Findings suggest that there is limited rigorous research and an emphasis on younger children. There is little evidence that Nurture Groups lead to increased academic competency and modest evidence of increased academic engagement. Children's reflection on learning cannot be gauged. It is argued that more varied, rigorous research is required and greater clarity needed among Nurture Group staff with regards to group goals and their role in bringing these about. In light of this, Nurture Group staff perspectives on the goals and practice within a Key Stage 3 Nurture Group are explored. Self- esteem is again examined and a multi-dimensional model of the development of self-esteem proposed. Nurture Group staff views are mapped onto this model. Findings highlight that staff view self-esteem as both inherent and as developing through experience, with an emphasis upon the latter. Findings suggest that staff predominantly view their role as impacting on students' self -appraisal, incorporating the specific areas of: personal behaviour management; inter-personal skills; and academic engagement. The study highlights that staff within this Nurture Group address self-esteem within these domains in several capacities, to differing extents. Suggested implications for staff are: the requirement to adhere to a rnulti-dirnenslonal model of self- esteem; the need to promote students' academic self-esteem in particular; as well as to work closely with students' social contexts. Findings have implications for training and practice and are therefore pertinent for pastoral managers and decision-makers.

The research examines the implementation of the Targeted Mental Health in Schools [TaMHS] pathfinder (2008-2011) into 16 primary schools in a county in the UK. TaMHS was introduced as a national pathfinder in 2008 inviting local authorities and health care trusts to work together to devise school based approaches to support children and young people with emerging mental health concerns. The local authority in the research devised an approach which included two innovative features; a collaborative service delivery involving a dedicated Primary Mental Health Worker, and the creation of a school based change champion role appointed from within the staff (the Mental Health lead - MHl) who led the implementation in school. The main objective was to investigate the pathfinder in terms of three main research questions; what constituted the main barriers and facilitators to implementation, the efficacy of the collaborative approach, and the implications of adopting a champion role based in schools. The research is located within organisational change theory and implementation literature and adopted a critical realist ontology which focused on revealing mechanisms of change in terms of structure and agency. Empirically it is based on 16 semi structured interviews with MHls analysed through thematic analysis and attribution coding. Findings reveal a set of six themes which represented mechanisms underpinning the barriers and facilitators to implementation; mental health in a school context, the training and support model, embedding new practices in established school systems, the implications of adopting a whole school approach, the change champion role, and the collaborative delivery model. The thesis concludes with implications for practice relevant to a range of professional groups related to the planning and delivery of school based intervention design, the adoption of a champion role, and the practical importance of a property integrated whole school approach. It supports the adoption of a critical realist approach to project design and the evaluation of initiative based implementation in schools and equivalent settings.

Psychological health problems are rising amongst the student population, yet a review of empirical literature found that counselling services remain underutilised due to high stigma consciousness (Storrie, Ahern and Tuckett, 2010). Every university has the potential to reach out and support its students (Hunt and Eisenberg, 2010); however achieving this requires tailored interventions that are informed by research with targeted groups. This study responds to a dearth in qualitative research surrounding Northern Irish students' help-seeking route to professional care. Current help-seeking models presented pathways to care for the general public but were not found to illustrate the multidimensional journey that a first year undergraduate student may take in response to social identity processes. The present investigation employed Social Identity Theory as a framework for understanding psychological health stigma along the student help-seeking route. A survey was administered to generate a consensus of students' attitudes towards mental well-being and help- seeking. Following this, 27-semi-structured interviews were carried out and underwent thematic analysis using NVivo 8. Findings illuminate stigma amplifiers and mediators that were specific to this particular target group. Stigma was identified as a major barrier, manifested in the salient prototypical concept of lithe coping student", which underlines a tacit expectation that new students should exhibit emotional independence regardless of adversity. Severe problems were thought to warrant seeking help from practitioners; however the general consensus was that students may benefit from avoidance of counselling for non-legitimate problems, to protect their public identity and self-concept. Findings illuminate how social psychological processes encompassing lithe first year mentality" cultivate stigmatic perceptions regarding help-seeking for psycho-emotional concerns. This targeted study has extended Social Identity Theory's application to stigma research by developing a new model of students help-seeking that may inform counsellor training, practice and provision, including the way in which counselling can be made available to students.

There is evidence of unmet need for mental health interventions for primary school children. Such children are generally unable to seek help for themselves and therefore, depend on the adults with whom they interact to seek help on their behalf. These adults include teachers, who have advantages over parents in terms of help-seeking, such as their knowledge of normative development. Government policies have outlined the teacher's role in terms of the mental well-being of their pupils, and fulfilling this role includes the ability to recognise that a problem exists and knowledge of how to seek appropriate help for the problem. It is unclear as to whether teachers possess the knowledge and skills to fulfil this role effectively. This study therefore used a cross-sectional design to explore teachers' perceptions of children's mental health problems. To obtain the necessary information, a questionnaire, composed of vignettes of children with clinical symptomatology, sub-clinical symptomatology or problem-free children, was created.

The aim of this research was to implement and evaluate the efficacy of an internet-based depression prevention programme (Mood GYM) in a UK adolescent sample, with a particular focus on its impact on measures of general well-being and other 'strength' based measures. It was hoped that the inclusion of positive, strength-based outcome measures may help to determine MoodGYM'spotential usefulness as a mental health promotion resource for young people in the UK. While previous research suggests that some depression prevention programmes are effective, little is known about their cross cultural applicability here in the UK, as most have been developed abroad. Most of these programmes are also largely unsustainable due to the significant resources they require. Finally, the potential mental health 'promotional' effects of most of these programmes have yet to be explored, which inhibits understanding of their universal applicability and subsequent widespread implementation. Using a quasi-experimental design, adolescent participants were allocated to either the intervention (MoodGYM) or the control condition. Participants completed standardized measures of well-being, cognitive coping strategies, depression and anxiety, at pre- intervention, post-intervention and at a 12 week follow up. While a reasonable retention rate was observed in the intervention group, attrition was high in the control group, necessitating the recruitment of a further control group. This resulted in a lack of control group data at the follow up stage. Participants in the MoodGYM condition reported a significant reduction in levels of anxiety and maladaptive cognitive coping strategies, relative to controls, an effect which was maintained at follow up. The MoodGYM participants also reported a significant increase in positive affect and a significant decrease in depression at the follow up stage. No significant effects emerged on levels of negative affect or adaptive cognitive coping strategies. Furthermore, contradictory results were observed for levels of life satisfaction.

Like all young people, Thai adolescents may experience mental health problems. The Thai secondary school system provides meditation education as part of the National Education Curriculum and as such may potentially play a pivotal role in promoting adolescent’s mental well-being. The aim of this study was: to explore (a) the provision of meditation for students in Thai secondary schools; and (b) teachers’ and students’ perceptions of meditation education and its role in promoting mental well-being of adolescents. A qualitative multiple case study design was employed. Purposive sampling was undertaken to select four schools (two urban, two rural) in the Khonkaen province. Informants were teachers and students who participated in the school based meditation courses. In total, 21 interviews with teachers and eight focus group interviews with adolescent students were conducted, and analysed using Framework approach. Cross-case analysis was undertaken to elicit differences and similarities between rural and urban schools, younger and older students and teachers and students. The results revealed compulsory meditation education was provided during Buddhism classes in both lower and upper school levels. Meditation was also integrated into other subjects to encourage students to practice meditation skills, increase students’ concentration and manage potentially unruly students. Extracurricular activities, not part of the National Education Curriculum, were also provided with the aim of improving students’ morality but provision varied across cases. In general, teachers and students, across all cases, had consistently similar perceptions on the meditation education provided. Meditation education was perceived to have a positive impact on students’ mental well-being, reduced stress, enhanced self-awareness, improved emotional control, enhanced decision making as well as improved interpersonal relationships. Negative aspects from prolonged practice such as physical discomfort or pain and boredom were identified. Recommendations for future research, including exploring the transferability of findings and teacher training needs, are reported.