An exploration of children's understanding of mental health

Smith-Lewis, Julie (2023). An exploration of children's understanding of mental health. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Volume 1:

This study explores how ‘mental health’ is conceptualised by children aged 9-10 years, through analysis of their verbalised constructs shared during focus groups. The term ‘mental health’ was operationalised using the MIND definition for children (MIND.org.uk) which defines mental health in terms of thoughts, feelings and behaviours. The purpose was to inform and shape the future learning of children by developing their knowledge and understanding, thereby reducing misconceptions and eliminating stigma associated with mental health.

Reflexive thematic analysis revealed that the children tended to have disconnected understandings of the term mental health and the thoughts, feelings and behaviours that contribute to the concept. Initial thoughts tended to be pathogenic and discriminatory, whilst the main themes from the vignettes centred on values, connectedness and safety. These were discussed in relation to the literature.

With the recent increase in the promotion of ‘good mental health’ for children in schools (DoH & DfE, 2017), it is important to ensure that any programmes are appropriately pitched. Given the disconnect between their initial understanding of mental health and what they actually know when explored in more depth, children should be included in any design, implementation and evaluation of any mental
health-based interventions and support.

Volume 2:

PPR 1 is a systematic literature review investigating the risk factors that impacted on children and young people identifying as LGBTQ+ in terms of the onset and continuation of non-suicidal self-injury (NSSI). Three major themes of ‘victimisation’, ‘mental health’ and ‘help seeking behaviours’ were identified. Victimisation is common and can impact on help-seeking behaviours and mental health. Children and young people identifying as LGBTQ+ should not be perceived as a homogenous group and any support and intervention should be individually tailored.

The second PPR is a case study exploring the value of using the ‘Complex Figure Drawing’ test (Feuerstein, et al.,1979) from within dynamic assessment to identify the cognitive and affective abilities of two Afghan refugee boys aged 13 and 15 years. They had limited understanding of the English language, having lived in the UK for 12 months at the time of assessment, and suffered loss and trauma as a direct result of the conflict in their home country. The Complex Figure Drawing was found to be an effective tool for gathering information about each child’s learning potential to inform a formulation and subsequent intervention whilst employing a holistic and child-centred focus. The importance of developing a good rapport and working relationship with the children, through showing respect for their culture, ethnicity, religion and their life experiences to date were considered.

PPR 3 is a case study focusing on the value of taking the time to listen to a 13-year-old boy who was refusing to attend all his lessons and had some behavioural issues within school and at home. He had become withdrawn and insular, refusing to talk to anyone as he believed “No one listens”. Given my previous experience of working with children with an autism spectrum condition (ASC) who found it difficult to engage with talking therapies, I was approached to work with him for 6 sessions. The importance of developing a good rapport and working relationship with the pupil, together with the need to remain transparent and flexible in the approaches utilised, is discussed. Triangulating his perception with information gathered from other sources, particularly family and school staff, provided a clearer picture of the underlying issues contributing to his presentation.

Finally, PPR 4 explored what a group of trainee educational psychologists (TEPs) perceived as being facilitative factors when engaging in culturally responsive supervisory sessions. The purpose was to identify the skills necessary to ensure that the supervisee felt sufficiently safe and valued to talk about their personal cultural identity. Reflexive thematic analysis revealed that the Rogerian core conditions were essential to developing a safe and trusting relationship. An awareness of your own culture and an interest in learning about others were also components of successful culturally responsive supervision. Engaging in culturally responsive supervision is important as it provides an opportunity to reflect on our own culture and to learn and understand the culture of others and how the similarities and differences may impact our work with children and their families.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):