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Mental Health Support within Education in the UK : = Exploring the Experiences and Perspectives of Deaf Individuals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mental Health Support within Education in the UK :/
其他題名:	Exploring the Experiences and Perspectives of Deaf Individuals.
作者:	Green, Ellayna.
面頁冊數:	1 online resource (272 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
標題:	Young adults. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29216646click for full text (PQDT)
ISBN:	9798841521716

Mental Health Support within Education in the UK : = Exploring the Experiences and Perspectives of Deaf Individuals.
Green, Ellayna.

Mental Health Support within Education in the UK :Exploring the Experiences and Perspectives of Deaf Individuals. - 1 online resource (272 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Ph.D.)--The University of Manchester (United Kingdom), 2022.

Includes bibliographical references

Background and aims: Previous research has demonstrated that D/deaf children have unique physical, social and emotional influences that impact upon their mental health and wellbeing. Although educational systems within the UK are promoting mental health support initiatives, there is no evidence to suggest that these are accessible or adequate for use by D/deaf students. The purpose of this study was therefore to explore the perspectives of D/deaf individuals on their experiences of mental health support and counselling holistically throughout their education. Method and analysis: A qualitative design was employed in which interviews were conducted with five members of the Deaf community who were either currently still within higher/further education or had left education within the last five years. Interpretative phenomenological analysis was then used to explore the personal meaning making and experiences of participants. Findings: The three superordinate themes developed as part of this research were: (1) barriers to accessing support, which captures the lack of support available and difficulties faced accessing them as a Deaf individual; (2) inadequate mental health support, which captures overall low quality support unequipped to deal with the needs of D/deaf individuals; and (3) difficult relational dynamics, that captures the difficulties of working with interpreters and hearing counsellors as well as isolation from peer support. Conclusions: The findings of this thesis highlight the need for change within educational and mental health systems to better support D/deaf students. Recommendations and implications for theory, further research and practice are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841521716Subjects--Topical Terms:

598212
Young adults.
Index Terms--Genre/Form:

542853
Electronic books.

Mental Health Support within Education in the UK : = Exploring the Experiences and Perspectives of Deaf Individuals.
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245 1 0 $a Mental Health Support within Education in the UK : $b Exploring the Experiences and Perspectives of Deaf Individuals.
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500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
500 $a Advisor: Winter, Laura ; Demkowicz, Ola.
502 $a Thesis (Ph.D.)--The University of Manchester (United Kingdom), 2022.
504 $a Includes bibliographical references
520 $a Background and aims: Previous research has demonstrated that D/deaf children have unique physical, social and emotional influences that impact upon their mental health and wellbeing. Although educational systems within the UK are promoting mental health support initiatives, there is no evidence to suggest that these are accessible or adequate for use by D/deaf students. The purpose of this study was therefore to explore the perspectives of D/deaf individuals on their experiences of mental health support and counselling holistically throughout their education. Method and analysis: A qualitative design was employed in which interviews were conducted with five members of the Deaf community who were either currently still within higher/further education or had left education within the last five years. Interpretative phenomenological analysis was then used to explore the personal meaning making and experiences of participants. Findings: The three superordinate themes developed as part of this research were: (1) barriers to accessing support, which captures the lack of support available and difficulties faced accessing them as a Deaf individual; (2) inadequate mental health support, which captures overall low quality support unequipped to deal with the needs of D/deaf individuals; and (3) difficult relational dynamics, that captures the difficulties of working with interpreters and hearing counsellors as well as isolation from peer support. Conclusions: The findings of this thesis highlight the need for change within educational and mental health systems to better support D/deaf students. Recommendations and implications for theory, further research and practice are discussed.
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