Practitioners' Views about Effective Mental Health and Well-Being Support for Post-16 Students Attending Special School

Autor/inn/en	Thompson, Samantha; Atkinson, Cathy
Titel	Practitioners' Views about Effective Mental Health and Well-Being Support for Post-16 Students Attending Special School
Quelle	In: British Journal of Special Education, 49 (2022) 1, S.102-124 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Samantha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12400
Schlagwörter	Foreign Countries; Mental Health; Well Being; Special Schools; Students with Disabilities; Severe Intellectual Disability; Multiple Disabilities; Teamwork; Interpersonal Communication; Interpersonal Relationship; Barriers; Postsecondary Education; At Risk Persons; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Psychohygiene; Well-being; Wellness; Wohlbefinden; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Post-secondary education; Tertiäre Bildung; Risikogruppe; Lehrerverhalten; Großbritannien
Abstract	Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01