Abstract
This paper reports findings from a qualitative evaluation of the Targeted Mental Health in Schools (henceforth TaMHS) programme in Cumbria. Focusing on the two most widely documented problems in TaMHS implication at the national level – the style/content of basic training provided to school staff, and a restrictively short lead-in period – the analysis explores their impacts as perceived by participants in the programme, and makes recommendations for future practice grounded in these.
| Original language | English |
|---|---|
| Pages (from-to) | 41-46 |
| Journal | Cumbria Partnership Journal of Research, Practice and Learning |
| Volume | 3 |
| Issue number | 1 |
| Publication status | Published - 1 Jun 2013 |
Keywords
- intervention
- learning
- mental health
- teaching
- schools
- youth
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