Jackson-Terblanche, Emma (2020). Mental health and emotional literacy in children and young people with special educational needs and disabilities: self-report and performance measures versus teachers' ratings. University of Birmingham. Clin.Psy.D.
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Jackson-Terblanche2020ClinPsyD_Redacted.pdf
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Abstract
This thesis consists of Chapter One which is a meta-analysis of randomised controlled trials investigating the efficacy of online positive psychology interventions (OPPIs) with no human support, in improving subjective well-being in individuals across the lifespan. Findings show a small positive treatment effect (d=0.21) for OPPIs in improving subjective well-being. Chapter Two is an empirical study of the mental health of children and young people with Special Educational Needs and Disabilities (SEND). Results show a significant positive correlation between self-report and teacher reported scores of mental health and behaviour, but no relationship between emotional literacy and mental health. Chapter Three includes two press releases to disseminate the findings to the public.
| Type of Work: | Thesis (Doctorates > Clin.Psy.D.) | |||||||||
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| Award Type: | Doctorates > Clin.Psy.D. | |||||||||
| Supervisor(s): |
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| Licence: | All rights reserved | |||||||||
| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Psychology, Department of Clinical Psychology | |||||||||
| Funders: | None/not applicable | |||||||||
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/10972 |
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