Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747340
Title: "This is the one place I know I can come" : young people's experiences of mental health support in a Learning Support Unit
Author: Brickley, Hannah
ISNI:       0000 0004 7230 0942
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
The mental health of young people in the UK has been labelled as an emerging public health crisis, with an increasing number of young people who have been identified as having mental health difficulties but with insufficient resources and capacity for specialist services to meet this need. Schools are increasingly being looked to as being settings which are well placed to provide universal and targeted support for young people. The present study aimed to explore how an innovative model of a Learning Support Unit focusing on supporting young people’s social, emotional and mental health (rather than a more traditional focus on behaviour and learning) has worked to meet the needs of its most vulnerable young people through delivering a one-to-one mentoring intervention. Nine young people aged 13-18 took part in the study. A dual analysis process was carried out on qualitative interview data. Firstly, a narrative approach aimed to capture critical moments in individual’s life stories to understand their needs in context. Secondly, owing to commonality across the accounts, a thematic analysis aimed to understand young people’s views and experiences of support. The findings demonstrate how a mentoring relationship which draws on the principles of attachment, set within a flexible and attuned pastoral support system and school ethos, has enabled young people to cope with a diverse range of challenges. For many young people, this was their primary source of emotional support in their lives, and the findings tell in their own words how support has enabled them become more resilient, independent, happy and successful in the face of significant and far-reaching life challenges. Processes such as referral pathways, the mediatory role of mentors, and barriers to support were also captured. Recommendations for schools and educational psychologists to support the mental health and wellbeing of young people are suggested.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.747340  DOI: Not available
Share: