Use this URL to cite or link to this record in EThOS:
Title: Exploring teachers' constructs of mental health and their reported responses to young people experiencing mental health problems : a grounded theory approach
Author: Green, Hannah Mary
ISNI:       0000 0004 2724 8954
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
Access from Institution:
The current research used a grounded theory approach (Charmaz, 2006) to explore the ways in which a small group of teachers working in mainstream schools constructed the term ‘mental health’ and how they responded to young people who may be experiencing ‘mental health’ problems. The findings indicated that four conceptual categories emerged from the data. One of the conceptual categories indicated that the teachers had two constructs of mental health, with one construct suggesting teachers felt mental health language was limiting for young people. Conversely, it was also found that mental health language could have a motivating effect on the teachers in being able to know how to respond to young people with mental health problems. In addition, it was found that the teachers lacked confidence in sharing ownership of the term ‘mental health’. The research findings also highlighted two further conceptual categories with regards to the teachers’ responses to young people with mental health problems. The teachers were active in engaging in a collective responsibility with their teaching colleagues when responding to mental health problems. The teachers also used their interpersonal and intrapersonal skills to develop relationships with young people in the hope that this will help them to regulate and contain their emotions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available