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The Feasibility and Acceptability of an Approach to Emotional Wellbeing Support for High School Students
Kendal, Sarah; Callery, Peter; Keeley, Philip
Child and Adolescent Mental Health. 2011;16(4):193-200.
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Abstract
Background: Emotional wellbeing of young people has high global and national priority. UK high schools are under pressure to address this but lack evidence-based guidelines. Method: Students (N=23) (aged 11–16 years) and staff (N=27) from three urban UK high schools participated in qualitative interviews to explore the feasibility and acceptability of an approach to emotional wellbeing support. Key components were: self-referral, guided self-help, and delivery by school pastoral and support staff. Findings: Confidentiality, emotional support, effectiveness and delivery modes were important to students. Organisational values influenced feasibility. Conclusions: Understanding a school’s moral and operational framework can enhance the development of suitable emotional wellbeing support.