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Title: Role, responsibility and relationships : perceptions among primary school staff of promoting emotional wellbeing and mental health
Author: Bracewell, Anna Marie
ISNI:       0000 0004 2735 5899
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2011
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available