The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3713 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3713 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3713 archive 4031 disk0/00/00/16/13 2011-06-10 14:11:58 2019-01-23 09:54:31 2011-07-19 16:39:07 thesis show 0 Shepherd Deborah Pamela Timmins Paul University of Birmingham The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project unpub LB1501 BF L1 10col_socs This is an evaluative study of an ecological, multi-faceted, multi-levelled school-based mental health and emotional wellbeing project , called the ‘Treasure Project’. The project team directly supported 3,452 children and trained 607 staff from 56 schools. Realistic Evaluation (Pawson & Tilley, 1997) informed the evaluation. Theories, developed from a review of literature, were used to derive a framework of hypotheses about effective work in the area of mental health and emotional wellbeing. Data collected about the project was checked against the framework leading to new theories and hypotheses being developed. Findings from the evaluation suggest that: 1) projects aiming to promote children’s mental health and emotional wellbeing have more impact if they are multi-faceted, multi-levelled and include a whole school approach; 2) direct interventions supporting children’s emotional needs are more effective if school staff’s capacity is simultaneously increased through training and partnership work; and 3) capacity building is most effective when it takes place over time, is aimed at building staff’s support skills, and is rooted in evidence-based approaches providing good resources for future reference. The enquiry’s limitations are discussed, together with a consideration of how these findings might useful to professionals, including educational psychologists, working in partnership with schools. 2011-07 2011-05 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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. public 417 University of Birmingham School of Education, Department of Disability, Inclusion and Special Needs d_ep FALSE na 2011-07 graduation