This study aimed to explore school staff’s, parents’ and children’s understanding of mental health and identify what risk and protective factors affect children’s mental health. The key aims were to gain information about how mainstream primary schools promote children’s mental health, and to explore children’s, parents’ and school staffs’ understanding of children’s mental health and factors which promote or demote development. All of the schools who responded to the questionnaire considered that mental health promotion should be carried out by specialist. The findings from this initial survey suggested that to achieve the active involvement of school staff, further support was required to enable school staff to feel competent, confident and knowledgeable in this field. The participants in the action research phase of this study identified a number of factors within the individual, the micro, exo- and the macro-systems which they believed affected children’s mental health. The integrated MacDonald and O’Hara Ten Element Map (1998) and Bronfenbrenner’s bioecological model (2005) which consider the individual to be at the centre of and embedded in a number of environmental systems, afforded effective frameworks for exploring the school community’s understanding of children’s mental health, for conceptualising the findings from a bioecological perspective, and for planning action steps through which to enhance the impact of schooling on children’s mental health.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:583210 |
| Date | January 2013 |
| Creators | Williams, Sarah Louise |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4712/ |
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