An interpretative phenomenological analysis of the school experiences of young people who are not in education, employment or training in relation to mental health and wellbeing

Dîrnu, Amalia Emanuela (2019). An interpretative phenomenological analysis of the school experiences of young people who are not in education, employment or training in relation to mental health and wellbeing. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Young people who are not in education, employment or training (NEET) are thought to be at an increased risk of experiencing mental health difficulties (Goldman-Mellor et al., 2016). However, there is limited research literature with a focus on NEETs’ lived experiences in relation to health and wellbeing. In this context, this research aimed to gain an understanding of the school/college experiences of young people with a current NEET status in the UK and to consider the findings in the context of the mental health and wellbeing literature. Semi-structured interviews were used to explore the school/college experiences of 4 young people aged 16-17, the data being analysed using Interpretative Phenomenological Analysis. Three main themes were identified: mental health facets; being held back; and relationships and patterns. Their school experiences had often been characterised by mental health needs, a reciprocal relationship being highlighted between the two elements. Aspects conducive to health also emerged, including the important role positive relationships with teachers had played during the school years; teachers having the potential to provide secondary attachment relationships. Furthermore, this research supports Westerhof and Keyes’ (2010) model of mental health, which distinguishes between two dimensions: the absence/presence of mental health and positive wellbeing. Implications for practice are further discussed.

Type of Work:

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

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):