"When I started teaching you wouldn't notice any of that': teachers' perceptions of the issues facing children and adolescents' mental health and well-being".
| Autor: | O'Connor, Eric, Nohilly, Margaret |
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| Předmět: |
PSYCHIATRIC epidemiology
WORK PSYCHOLOGY of middle school students SELF-injurious behavior HEALTH services accessibility QUALITATIVE research PSYCHIATRIC treatment DIVERSITY & inclusion policies PSYCHOLOGY of teachers ELEMENTARY schools PSYCHOLOGY of school children INTERVIEWING MENTAL illness SEX distribution TRAVEL DISEASE prevalence HELP-seeking behavior ANXIETY AGE distribution THEMATIC analysis COLLEGE teacher attitudes ATTITUDES toward mental illness SCHOOL mental health services RESEARCH methodology COMMUNICATION SOCIAL support PHENOMENOLOGY MIDDLE schools WELL-being EXPERIENTIAL learning SELF-perception MEDICAL care costs ADOLESCENCE CHILDREN |
| Zdroj: | Journal of Mental Health Training, Education & Practice; 2024, Vol. 19 Issue 4, p213-226, 14p |
| Abstrakt: | Purpose: The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers. Design/methodology/approach: This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome. Findings: Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools. Research limitations/implications: One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people's viewpoints to support the perceptions of the participants, which could not be validated. Practical implications: Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded. Social implications: The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered. Originality/value: Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers' perspectives. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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