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An investigation to identify factors that promote and demote mental health in schools

Baker, Matthew James (2014)
Ed.Psych.D. thesis, University of Birmingham.

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This study explored the use of MacDonald and O’Hara’s Ten Element Map as an audit tool to elicit the views of staff and pupils with regard to what they felt promoted and demoted their mental health. It was used with fourteen schools and 361 staff members and 219 pupils were involved in the research.

Staff members and focus groups of pupils were asked to consider each element of the map, with regards to the factors that promoted and demoted their mental health in school and comments were analysed using thematic analysis.

Top promotion themes for staff included the staffroom, visual appearance, receiving positive feedback, support from colleagues and informal opportunities to socialise. In comparison, the top demotion themes were; a lack of space, a lack of appreciation or praise, feeling undervalued, time pressures, workload, poor toilet facilities and a lack of communication.

For pupils key promotion themes included; specific areas within the school site, rewards, the use of reward systems and praise. They also identified the importance of talking to members of staff, staff providing support as well as socialising through clubs and school related events. Conversely, the key demotion themes were the toilets and peers being unkind.

Type of Work:Ed.Psych.D. thesis.
Supervisor(s):Leadbetter, Jane
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:HV Social pathology. Social and public welfare
L Education (General)
LB1603 Secondary Education. High schools
Institution:University of Birmingham
ID Code:4848
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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