Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI:10.1080/13632752.2021.1930909

Sarah Martin‐Denham

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引用次数: 1

Abstract

ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.

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定义、识别和认识社会、情感和精神健康困难的潜在原因:对英格兰校长访谈的专题分析

在英国，人们越来越关注儿童和青少年的社会、情感和心理健康(SEMH)问题的日益普遍。通过主题分析，本研究试图“确定班主任样本(HTs)如何定义、识别和认识SEMH困难的潜在原因”。分析发现，在卫生保健机构之间对卫生保健的定义没有达成共识，但确定了三个主题:用于定义卫生保健困难的共同特征;寻求查明母婴健康困难的信息;以及HTs如何认识SEMH困难的起源和结果。结果表明，校长将行为“问题和困难”确定为SEN，尽管这不是SEND实践准则中的一个类别。为了更好地识别和应对SEMH的困难，我们建议教育署将法定指引中的“应该”和“可以”改为“必须”，以加强学校迅速识别需要的法律责任。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.