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Dhaliwal, Amandeep (2024) “As a teacher, I think that you can feel really alone if you haven't got other people around to support…”: School staff experiences of participating in a group consultation model to support primary aged pupils with Social, Emotional and Mental Health (SEMH) needs. DAppEdPsy thesis, University of Nottingham.

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Abstract

Background: The increasing prevalence of social, emotional and mental health (SEMH) needs among children and young people (CYP) (NHS England, 2023) and the subsequent pressures on school staff to provide adequate support (Lowry et al., 2022) highlight the necessity for more effective SEMH interventions. A systematic review of the literature suggests there is a scarcity of research exploring school staff experiences with group consultation models for supporting CYP with SEMH needs. Although Newton and Wilson’s (2013) Insights and Solutions Circles (ISCs) are utilised by Educational Psychologists (EPs), there remains a gap in understanding school staff's real-life experiences with this consultation model.

Aim: This study aims to explore the experiences of both Problem Presenters (PPs) and Circle Members (CMs) participating in ISCs to support primary aged pupils with SEMH needs.

Methodology: Four ISC sessions were implemented in three mainstream Primary schools. CMs completed a questionnaire immediately after the ISC sessions and PPs engaged in semi-structured interviews one to two weeks later. Qualitative data was analysed using Braun and Clarke’s (2022) Reflexive Thematic Analysis.

Constructed Themes: For PPs, ISC sessions enhanced their understanding and capacity to address SEMH needs, providing both immediate support and transferable professional skills. The ISC sessions also offered PPs emotional support, reducing professional isolation and fostering collegial collaboration. However, challenges included PPs feeling misunderstood and the presence of internal and external constraints. For CMs, ISCs improved their understanding of the focus child’s SEMH needs and developed their own professional practice. The importance of listening to diverse collegial voices was also emphasised by CMs.

Implications: Structured group consultation models like ISC may be beneficial for EPs in supporting primary school staff to better manage the SEMH needs of CYP. These models may enhance understanding, practical skills and emotional support among staff. However, addressing internal and external challenges is necessary.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Abijah-Liburd, Maria
Keywords:	SEMH, social, emotional and mental health needs, primary schools, Reflexive Thematic Analysis
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education L Education > LC Special aspects of education > LC1390 Education of special classes of persons
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	78741
Depositing User:	Dhaliwal, Amandeep
Date Deposited:	13 Dec 2024 04:40
Last Modified:	13 Dec 2024 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/78741

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