Masks at the school gate: Helpseeking (or not) from an emotional wellbeing intervention in high school (original) (raw)
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Child and Adolescent Mental …, 2011
Background: Emotional wellbeing of young people has high global and national priority. UK high schools are under pressure to address this but lack evidence-based guidelines. Method: Students (N=23) (aged 11-16 years) and staff (N=27) from three urban UK high schools participated in qualitative interviews to explore the feasibility and acceptability of an approach to emotional wellbeing support. Key components were: self-referral, guided self-help, and delivery by school pastoral and support staff. Findings: Confidentiality, emotional support, effectiveness and delivery modes were important to students. Organisational values influenced feasibility. Conclusions: Understanding a schoolÕs moral and operational framework can enhance the development of suitable emotional wellbeing support.
2015
Linköping Studies in Arts and Science No. 664 Department of Thematic Studies-Child Studies Linköping 2015 Linköping Studies in Arts and Science No. 664 At the Faculty of Arts and Science at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Science. This thesis comes from the Department of Thematic Studies-Child Studies.
L:\Interventions\Mental Wellbeing of Young People -Secondary\Evidence\Consultation\Consultation documents\Promoting young people's social and emotional wellbeing in secondary edcuation -Mapping review.doc Review 1A: Mapping review of current policy practice and evaluation. Searching: Mindmap Searching for the mapping review of current English policy, practice and evaluation was undertaken using Internet based sources and developed using mind mapping software (Free Mind). A mind map of information was developed using FreeMind by the information specialist (a pdf of the mind map is given in Appendix 1). This classified the documents retrieved by a search of Google in terms of whether they were policy related or related to practice and the evaluation of practice. Where possible, the mindmap linked to full text versions of the documents to facilitate the narrative of the review (not available in Appendix 1). A list of sources is given in Appendix 2. The content of the mapping review...
Young People's Preferences for Emotional Well‐Being Support in High School—A Focus Group Study
Journal of Child and …, 2011
PROBLEM: Schools have been identified as a suitable setting for the delivery of emotional well-being (EWB) support, but in the United Kingdom there is little empirical evidence from young people that can inform the development of appropriate school-based interventions. METHODS: Fifty-four students (11-16 years) from three U.K. high schools discussed the content, delivery, and evaluation of acceptable, school-based, EWB support. Focus group methods were matched to the school setting and sensitive topic. FINDINGS: Participants identified emotional difficulties in school, home, and with peer relationships. They said that some problems were too sensitive for them to seek help in school setting. They valued confidentiality, support, and effective help that were offered by people they experienced as friendly, trustworthy, and skilled. Teachers and peer mentors were not thought to fit these criteria, although trusted adults in mentor roles could meet their criteria. Participants recognized that they could hide their emotions, so their EWB would be difficult to assess. They described how the effect of emotional distress on their behavior is idiosyncratic, and therefore their EWB should not be judged simply on their behavior. CONCLUSION: The way in which EWB support is delivered in school is an important aspect of the role of practitioners and educators attempting to provide it. Because young people are sensitive to the personal qualities and skills of people offering them help, programs to train school staff in emotional support roles are important to ensure trust and an environment open to students seeking assistance. Interventions for school-based EWB support need to consider subjective well-being as well as behavioral change.
Masks and Roles in Daily Life Young People and the Management of Emotions 1
In this paper, I will analyse the outcome of the research I undertook in four Italian cities on young people between 18 and 20 years old. The general hypothesis of this research is that there is a difference between private emotions and the emotions manifested in daily interaction. Young people perform emotional work in order to select the emotions to be manifested according to the social context around them and the people inhabiting it. In this article, I will focus on two main points: a description of the main emotions experienced by young people in their daily life; the influence of places and subjects in the manifestation of emotions.
British Educational Research Journal, 2009
The need for schools to support children and young people's mental and emotional health is increasingly emphasised in policy initiatives, yet the role of teachers in this has been under explored. This paper reports findings from qualitative, semi-structured interviews with 14 school staff at eight secondary schools in England, examining emotional health and well-being (EHWB) activities in which they were involved. Three emergent themes are discussed: (1) a strongly held belief that teaching and EHWB are inevitably linked; (2) a perception that many colleagues outside the study sample are reluctant to engage in EHWB work; and (3) a concern that teachers' own emotional health needs are neglected, leaving them unable or unwilling to consider those of pupils. The findings endorse whole-school approaches to emotional health, with a focus on teachers' training and support needs and clearer aims, including consideration of how such work fits with the broader goals of schools.
Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 2018
The term 'resilience' is pervasive in narratives of young people's emotional well-being. However, the meaning it has for those it describes, is perhaps less well understood. Resilience was investigated as part of an engagement exercise into health improvement commissioning in educational contexts in the South East of England. 109 young people in total were involved, and this paper reports data collected from two areas that were explored, comprising a subset of 58 participants: Emotional Well-being and Resilience (EWR) (n=23); and the Whole School Approach (WSA) (n=35). It was apparent that whilst not all participants engaged with the term 'resilience' itself, they nevertheless often adopted creative individual and collective strategies to protect and enhance their emotional well-being. Furthermore, participants reported a sense of resilience that arose from a shared sense of adversity that helped strengthen collective support and solidarity, thus supporting previous work on emergent collective resilience. Theoretical and practical implications are discussed, along with a recommendation for more participatory research, so that young people can be more confident that their views are being considered within such exercises.
SEAL is "a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools" (DCSF, 2007, p.4). National Strategies report that it is currently being implemented in around 90% of primary schools and 70% of secondary schools. The aims of this national evaluation of secondary SEAL were to (a) assess the impact of secondary SEAL on a variety of outcomes for pupils, staff and schools, and (b) examine how schools implemented SEAL, with particular reference to the adoption of a whole-school approach.