Communicating with parents and carers when an adolescent self-harms : the experience of school staff
Millward, Jayne Elizabeth
Thesis or dissertation
- © 2018 Jayne Elizabeth Millward. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.
This portfolio thesis is comprised of three parts;
Part one is a systematic literature review of the empirical research on school-based positive psychology interventions for adolescents. In total eight studies were included in the review. The quality of these studies was critically evaluated and a narrative synthesis of the collective findings is presented. The narrative synthesis also involves a critique of the implementation of the interventions and the methodological quality and strengths and limitations of these approaches. Findings are discussed with reference to existing literature on positive psychology interventions and in terms of clinical implications and future research.
Part two is an empirical study which explored the experiences of school staff who work with adolescents who self-harm and their families. An interpretive Phenomenological Analysis (IPA) approach was employed to explore the experiences of six members of school staff in five secondary schools England. Three superordinate and nine subordinate themes were identify which describe participants’ experiences of communicated with parents. The themes are discussed in relation to existing literature on self-harm and in the context of the current political shift which advocates integrating mental health support in schools.
Part three comprises appendices of parts one and two. An epistemological statement and a reflective statement are included to provide additional context (appendices R & S).
- School of Health and Social Work, The University of Hull
- Qualification level
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