The research is a qualitative exploration of perceptions of adolescent mental health and collaborative working concerning this. There are rising numbers of young people with difficulties relating to mental health and a need to develop closer links between services and schools has been identified (Department for Education, 2015b). However, there is not enough known about how agencies work together, despite their differences, in order to effectively support adolescent mental health. Part one utilised semi structured interviews to explore, in depth, how, educational psychologists (EPs), Children and Adolescent Mental Health Service (CAMHS) professionals and secondary school staff view adolescent mental health with regards to issues, practices, collaboration and how they view their own and other’s roles in supporting young people with mental health difficulties. Part two consisted of discussion groups guided by the use of vignettes, in order to explore the ways in which, EPs, CAMHS professionals and secondary school staff problem solve both in their own professional group and in a multi-agency group to explore the commonalities and differences in this. Findings from part one indicate that there are differences in perceptions of adolescent mental health across these three groups, with particular regards to their own and each other’s roles. Further to this findings indicate a lack of a shared understanding, characterised by a level of departmentalism. Findings from part two indicate that there are significant differences between the way in which schools, EPs and CAMHS professionals make sense of cases and in the way in which they work in their own professional group compared to how they work in multiagency groups. There were also indications that the differences that were found between groups in both part one and two, actually worked to increase the effectiveness of the approach in the multiagency groups, creating an enhanced and richer understanding of the problem given. Overall findings indicate that although on the surface thinking appears similar there are significant differences in thinking across EPs, CAMHS and schools in this area. Implications and recommendations for practice include; developing clarity and transparency regarding roles and fostering closer links by developing a shared understanding through opportunities for joint training.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:761784 |
| Date | January 2018 |
| Creators | Hughes, Kirsty |
| Contributors | Norwich, Brahm ; Tunbridge, Margie |
| Publisher | University of Exeter |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/10871/34582 |
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