Mental health: young people’s knowledge, beliefs, attitudes and wishes

Webster, Aimée Marie (2015). Mental health: young people’s knowledge, beliefs, attitudes and wishes. University of Birmingham. Ap.Ed.&ChildPsy.D.

PDF - Accepted Version

Download (2MB)
[img] Webster15ApEdandChildPsyD_Vol_2.pdf
PDF - Redacted Version
Restricted to Repository staff only until 1 December 2025.

Download (4MB)


Adolescents are especially vulnerable to mental health difficulties (Collip et al, 2008; Bhardwa, 2013; Costello et al, 2003). The Child and Adolescent Mental Health Service (CAMHS) Review (DCSF & DoH, 2008) highlighted barriers to support including capacity difficulties, stigma, young people’s lacking knowledge and a lack of tailored services. Research, demonstrates weaknesses within young people’s knowledge and beliefs regarding mental health and mental health support and historically accumulated stigmatising attitudes. A paucity of research also exists on young people’s wishes for support (Dogra, 2005; Worall-Davies & Marino-Francis, 2008). The aim of this study is to use a mental health literacy framework (Jorm, 2000) to explore the knowledge, beliefs, attitudes and wishes of a community sample of young people regarding mental health and mental health support. This is to inform prevention and intervention within Hightown Local Authority and Highfields school(1).
Adopting critical realism, focus groups and thematic analysis (Guest et al, 2012; Boyatzis, 1998) were used. Main findings illustrate the young people’s broad knowledge-base, largely appropriate beliefs and attitudes. Opportunities were revealed for educationally-based, preventative support which enhances detail and security of knowledge, and addresses attitudes in gender sensitive ways. At the intervention-level, preferences were indicated for tiered support, with professional support delivered externally to school. In terms of delivery of support, feeling well-supported was important, along with confidentiality, accessibility, empathy and tailored support to their needs. In carrying forward these findings, the role of the EP, alongside the school and other stakeholders, is exemplified as integral.

Type of Work: Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type: Doctorates > Ap.Ed.&ChildPsy.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: H Social Sciences > HV Social pathology. Social and public welfare
R Medicine > RJ Pediatrics


Request a Correction Request a Correction
View Item View Item


Downloads per month over past year