Perspectives on mental health and the role of schools

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/1072 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/1072 http://eprints.org/relation/issmallThumbnailVersionOf http://etheses.bham.ac.uk/id/document/1072 archive 4031 disk0/00/00/04/50 2009-12-16 10:22:52 2020-01-01 03:40:02 2011-07-19 16:17:36 thesis show 0 Merriman Helen Louise University of Birmingham Perspectives on mental health and the role of schools unpub LB LB1603 10col_socs This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people. 2009-12 2009-07 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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 386 University of Birmingham School of Education d_ed FALSE na 2009-12 graduation