Abstract
This paper reports findings from a qualitative evaluation of the Targeted Mental Health in Schools (henceforth TaMHS) programme in Cumbria. Utilising a Grounded Theory methodology, and thematically drawing on the social theory of Robert K. Merton, specifically addressed is a key ‘latent’ and highly positive impact of the initiative, which is the building of individual and collective confidence among school staff around the understanding, discussion and handling of mental health issues in their student cohorts.
| Original language | English |
|---|---|
| Pages (from-to) | 22-28 |
| Journal | Cumbria Partnership Journal of Research, Practice and Learning |
| Volume | 4 |
| Issue number | 1 |
| Publication status | Published - 1 Apr 2014 |
Keywords
- confidence
- intervention
- learning
- mental health
- teaching
- schools
- youth
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