{"id":{"repo_id":"birmingham","oai_identifier":"oai:etheses.bham.ac.uk:450"},"canonical_url":"https://search.dev.ndltd.org/etd/birmingham/oai:etheses.bham.ac.uk:450","repository":{"repo_id":"birmingham","name":"University of Birmingham","base_url":"https://etheses.bham.ac.uk/cgi/oai2"},"display":{"title":"Perspectives on mental health and the role of schools","abstract":"This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people.","abstract_html":"This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people.","abstract_has_math":false,"creators":["Merriman, Helen Louise"],"institution":"University of Birmingham","degree_name":"d_ed","degree_level":"d_ed","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-12","date_published":"2009-12","updated_at":"2026-07-24T01:10:58Z","subjects":["LB Theory and practice of education","LB1603 Secondary Education. High schools"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://etheses.bham.ac.uk//id/eprint/450/3/Decl_IS_Merriman09ApEdPsyD.jpg","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["na"]},{"key":"dc:creator","label":"Author","values":["Merriman, Helen Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2009-12"]},{"key":"dc:date.issued","label":"Date","values":["2009-12"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["College of Social Sciences","School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Birmingham"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["http://etheses.bham.ac.uk//id/eprint/450/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["d_ed"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["d_ed"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB Theory and practice of education","LB1603 Secondary Education. High schools"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://etheses.bham.ac.uk//id/eprint/450/1/Merriman09ApEdPsyD1_A1b.pdf","http://etheses.bham.ac.uk//id/eprint/450/2/Merriman09ApEdPsyD2_A1b.pdf","http://etheses.bham.ac.uk//id/eprint/450/3/Decl_IS_Merriman09ApEdPsyD.jpg"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","image/jpeg"]},{"key":"dc:title","label":"Title","values":["Perspectives on mental health and the role of schools"]}]}],"canonical_facts":{"dc:contributor.sponsor":["na"],"dc:creator":["Merriman, Helen Louise"],"dc:date":["2009-12"],"dc:date.issued":["2009-12"],"dc:description.abstract":["This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people."],"dc:format":["application/pdf","image/jpeg"],"dc:identifier.uri":["http://etheses.bham.ac.uk//id/eprint/450/1/Merriman09ApEdPsyD1_A1b.pdf","http://etheses.bham.ac.uk//id/eprint/450/2/Merriman09ApEdPsyD2_A1b.pdf","http://etheses.bham.ac.uk//id/eprint/450/3/Decl_IS_Merriman09ApEdPsyD.jpg"],"dc:publisher.department":["College of Social Sciences","School of Education"],"dc:publisher.institution":["University of Birmingham"],"dc:relation.isreferencedby":["http://etheses.bham.ac.uk//id/eprint/450/"],"dc:subject":["LB Theory and practice of education","LB1603 Secondary Education. High schools"],"dc:title":["Perspectives on mental health and the role of schools"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["d_ed"],"dc:type.qualificationname":["d_ed"]},"updated_at":"2026-07-24T01:10:58Z"}