An Exploration of Clinical Psychologist and Educational Psychologist Constructs of Mental Health in the Context of Secondary School Aged Children

Over the past decade, Mental Health (MH) has increasingly appeared on the ‘school agenda’, both in terms of rising levels of MH difficulties in the student population, and also the expectation that schools have a role to play in supporting good MH. MH is a term fraught with ambiguities leading to uncertainty around the most appropriate ways to provide support. A review of current literature reveals a wide range of definitions and interpretations, sometimes within the same team of supporting professionals. The current study seeks to explore the perspectives held by two professional groups seemingly well placed to support young persons’ (YPs’) MH. Six Clinical Psychologists (CPs) and six Educational Psychologists (EPs) are interviewed, exploring their constructs of MH, and their perceptions of their own role and the roles of others in supporting secondary school aged YPs’ MH. The data are analysed through Thematic Analysis. Findings suggest that there are variations between the two professions’ constructs of MH, and EPs in particular have no unified concept of MH. This is likely due to less experience or training in this area. CPs and EPs hold similar perceptions of the school’s role for promoting good MH, and flagging up concerns to more specialist professionals when necessary. However, there are discrepancies in the EP and CP perceptions of each other’s roles. The conflicting views appear to emerge through incomplete information about the other, and professional defensiveness in a context where resources and funding are scarce. The current study suggests that these challenges can be addressed through: greater reflectivity on professional biases, exploration of MH constructs within other epistemological positions, and greater communication regarding professional roles, leading to clearer collaboration in supporting the MH of YP.

Designing emergency preparedness resources for children with autism

Emergency preparedness is a fast developing field of education driven by the numerous disasters worldwide with more recent notable examples including the terrorist attacks of 9/11 in the U.S in 2001, the 2004 Indian Ocean Tsuanmi, Hurricane Katrina in 2005, the London bombings in 2005, the earthquake in China in 2008, the Great East Japan Earthquake in 2011, Hurricane Sandy in 2012 and more recently the Paris terror attacks in 2015. Whilst there is a growing literature focusing on the psychological implications of such disasters on children, there remains a lack of focus on disability, particularly neurodevelopmental disabilities such as autism. Due to the nature of autism it is likely that this group will have specific needs during disasters and emergency situations and may find such situations more stressful than their typically developing peers, as such they can be considered a more at risk group in such events. In this paper, I consider the need for an intervention for a nearly wholly neglected group in the field of education for emergency preparedness, children with autism, and report on phase one of a project aimed at designing resources for this group.