Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.756234
Title: Exploring the potential of classroom learning for adults with mental health problems : perceptions of transformation and wellbeing
Author: Buchanan, Denise
ISNI:       0000 0004 7429 1875
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
In the United Kingdom, although one in four adults reported experiencing mental health difficulties in one year, only a quarter of them received treatment for their condition BMA (2017). Moreover, this group of adults have been underrepresented in fulltime employment and education. This thesis argues that facilitating Further Education (FE) opportunities for adults with mental health problems, may assist in promoting their well-being and a pathway towards a different future. A narrative study was carried out involving 15 adults with mental health problems, who were attending classes in an FE College. Specifically, participants were asked during extensive one-to-one interviews, about their recent experiences of classroom learning and their narratives were analysed in relation to well-being and transformative learning theory. Participants reported numerous benefits arising from their learning which they felt had positively influenced their sense of well-being and which for some, included transformative changes. This thesis makes an original contribution to knowledge as it highlights that for adults with mental health problems, formal learning does have the potential to contribute positively to their lives. Furthermore, it suggests that unless certain wider societal factors are sufficiently addressed, the potential for these benefits to be fully realised, will be severely hindered. The thesis also extends the theory of transformative learning theory and highlights the value of bridging the divide between health and education when working with adults with mental health problems. Straddling these two disciplines in this study, has led to new understandings in relation to the best way to support adults with mental health problems in an FE setting. It has additionally led to identifying how best to interview vulnerable learners in a meaningful, safe and ethical way within an educational setting. The implications for policy and practice because of this work are outlined.
Supervisor: Hargreaves, E. ; Warwick, I. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.756234  DOI: Not available
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