Adolescents are especially vulnerable to mental health difficulties (Collip et al, 2008; Bhardwa, 2013; Costello et al, 2003). The Child and Adolescent Mental Health Service (CAMHS) Review (DCSF & DoH, 2008) highlighted barriers to support including capacity difficulties, stigma, young people’s lacking knowledge and a lack of tailored services. Research, demonstrates weaknesses within young people’s knowledge and beliefs regarding mental health and mental health support and historically accumulated stigmatising attitudes. A paucity of research also exists on young people’s wishes for support (Dogra, 2005; Worall-Davies & Marino-Francis, 2008). The aim of this study is to use a mental health literacy framework (Jorm, 2000) to explore the knowledge, beliefs, attitudes and wishes of a community sample of young people regarding mental health and mental health support. This is to inform prevention and intervention within Hightown Local Authority and Highfields school(1). Adopting critical realism, focus groups and thematic analysis (Guest et al, 2012; Boyatzis, 1998) were used. Main findings illustrate the young people’s broad knowledge-base, largely appropriate beliefs and attitudes. Opportunities were revealed for educationally-based, preventative support which enhances detail and security of knowledge, and addresses attitudes in gender sensitive ways. At the intervention-level, preferences were indicated for tiered support, with professional support delivered externally to school. In terms of delivery of support, feeling well-supported was important, along with confidentiality, accessibility, empathy and tailored support to their needs. In carrying forward these findings, the role of the EP, alongside the school and other stakeholders, is exemplified as integral.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:669075 |
| Date | January 2015 |
| Creators | Webster, Aimée Marie |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/6274/ |
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