IOE EPrints

Role, responsibility and relationships : perceptions among primary school staff of promoting emotional wellbeing and mental health

Bracewell, Anna Marie (2011) Role, responsibility and relationships : perceptions among primary school staff of promoting emotional wellbeing and mental health. PhD thesis, Institute of Education, University of London.

[img]
Preview
Text
__d6_Shared$_SUPP_Library_User Services_Circulation_Inter-Library Loans_IOE ETHOS_ETHOS digitised by ILL_Bracewell, A.M.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (1573Kb) | Preview
Official URL: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...

Abstract

The recent focus on the role of schools in promoting pupils' emotional wellbeing and mental health has been addressed through government legislation and initiatives such as Every Child Matters (DfES, 2003a), Social and Emotional Aspects of Learning (DfES, 2005a, 2007) and the Healthy Schools Programme (DCSF/DoH, 2007). However, the precise nature of the responsibility is generally unclear. This study explored how teachers and teaching assistants in mainstream primary schools understand the terms 'emotional wellbeing' and `mental health', their perceptions of their role and responsibility, and how they link their relationships with pupils to promoting wellbeing. The responses of teachers and teaching assistants were also compared. Using a mixed methods approach, consisting of semi-structured interviews (N = 20) and questionnaires (N = 40), and employing thematic and statistical analysis techniques, conclusions were reached. Staff appear to have broad conceptualisations of emotional wellbeing and mental health, with pupils' emotional states and interactions with others viewed as especially relevant. Participants' colleagues were strongly linked to their roles, in practical and psychological terms, and most people believed that good relationships between staff and pupils were important. The idea of 'talk' in promoting wellbeing was salient. TAs reflected on relationships in more nuanced ways than teachers and viewed these as a central part of their role. Constraints linked to time and differing responsibilities appear relevant to understanding this difference.

Item Type: Thesis (PhD)
Additional Information: Thesis: (D.Ed.Psy) University of London Institute of Education, 2011.
Depositing User: Batch Import
Date Deposited: 31 Oct 2014 12:52
Last Modified: 08 Dec 2015 13:48
View Record in Library Catalogue: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/x/0/0/57/5/3?searchdata1=337357{CKEY}&searchfield1=GENERAL^SUBJECT^GENERAL^^&user_id=WEBSERVER
View Item View Item