ERIC Number: EJ1286795
Record Type: Journal
Publication Date: 2021-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-0267-1611
EISSN: N/A
Using Appreciative Inquiry to Explore Approaches towards Mental Health in a Scottish Secondary School
Seaton, Fiona S.
Educational & Child Psychology, v38 n1 p37-53 Mar 2021
Rationale: In Scotland, two-thirds of children have faced at least one adverse childhood experience. Research demonstrates a graded relationship between adversity and mental health outcomes. As adolescents spend a large amount of time in school, it is no surprise that schools are vital when supporting and delivering mental health interventions. Aim: The research aims were two-fold--to gather a clear understanding of mental health and wellbeing supports within a secondary school in Scotland; and to explore the use of Appreciative Inquiry as an approach for organisational change. Method: Semi-structured interviews were conducted, using an Appreciative Inquiry approach. A purposive sampling method was employed to select 55 secondary school stakeholders. Findings: Results highlighted several targeted supports in place within the secondary school, with the adoption of more consistent and visible universal systems needed. Key themes identified included: the importance of relationships, ensuring mental health literacy is core to the curriculum and encouraging an open conversation about mental health. The use of Appreciate Inquiry led to a clear action plan for the secondary school, building upon strengths already identified within the organisation. Limitations: One secondary school took part in this research, therefore, results cannot be generalised. Participants were school-based, future research should consider the role of external agencies. Conclusions: This research provides an insight into the current mechanisms in place within a secondary school in Scotland to support mental health and wellbeing. The use of Appreciative Inquiry was an effective approach for creating a plan intended to impact organisational change.
Descriptors: Foreign Countries, Mental Health, Secondary School Students, Adolescents, Intervention, Student Needs, Well Being, Inquiry, Interpersonal Relationship, Knowledge Level, Interpersonal Communication, Trauma, Rural Schools, Secondary School Teachers, School Personnel, Physical Health, Social Support Groups, Educational Environment, School Role
British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A