The teachers’ role and training needs in psychologically and

emotionally supporting pupils (11-18 years)

Susan ArmstrongDr. A Moorhead, Dr. J Simms, Dr. D Hazlett

School of Communication

Improving Children’s Lives 2014

PhD Project

To determine and define the teachers’ role in psychologically and emotionally supporting pupils (11-18years), to identify the teachers’ training needs and to provide recommendations for potential training facilitation for teachers’.

Background

• 1 in 4 Mental Health Issue

• 1 in 10 Eating Disorder

• 1 in 10 Neglected, 1 in 9 Physical Abuse, 1 in 6 Sexual Abuse

• 25% Bullied – 38% Cyber Bullied

• 1 in 10 self harm

• 14% think about suicide

• Protect Life Strategy 2006

• DHSSPS - Bamford Review 2002-2007

• DENI announced in 2009 that school counselling would be available to all post primary pupils

(DENI, 2009; Welsh Assembly, 2006; NIMHE/CSIP, 2005; New Life, 2011; Samaritans, 2013; O’Connor, 2010; YLT Survey, 2009;NSPCC, 2013; Sullivan & Patrick, 1995; Burns, 2006, youth@clc 2013)

Research Rationale

• ‘Whole School’ Approach

• Recognise Teachers Role

• PEHAW – Pupils Emotional Health and Well-being

– Queens University study (2012)• Suggestion of a role for teachers

• Need for teacher training

− Youth@clc Report• 42% would turn to teachers’

• Mental Health training for teachers’

(Beesley, 2004; Amatea & Clark, 2004; Wilgues & Shelley, 1988; Connolly et al. 2012)

Research Questions:

1) What role do teachers’ have in psychologically and emotionally supporting pupils (11-18 years)?

2) What are the training needs of teachers’ to psychologically and emotionally support pupils(11-18 years)?

3) How can the training needs of teachers’ in psychologically and emotionally supporting pupils (11-18 years) be facilitated?

Overall PhD Methodology This study is designed with 4 components:

Literature Review

Interviews

Online Survey

Provide Recommendations

Ethical Approval obtained February 2013 – School of Communication Filter Committee

Methodology

Interviews:

• Database (n=216)

• Contacted Principals (n=216)

• Response Rate: 16.6%

Methodology - Interviews

Recruitment

Consent

Conduct

Transcribe

Analyse

Results

Analysis

Interpersonal Phenomenological Analysis (IPA)

• Analysed transcripts

• Identified the overarching and sub themes

• Interpret unique subjective experience of teachers

Results

• Total of 15 Interviews (19 Participants)

Demographics of Participants

Education Board Gender Age (yrs) Experience (yrs)

BELB 4 Male 7 20-30   1-5  

NEELB 7 Female 12 30-40 4 5-10 2

SEELB 4     40-50 4 10-20 4

SELB 2     50-60 11 20-30 5

WELB 2         30+ 8

Overarching Themes

Sub-Themes

Teaching Experience

Experience of Student Support Role, Previous Training/Teacher Training, Positions Held, Previous and In Job Training

Teachers’ Role What is the Teachers’ Role?, Definition of Role, Does the Role Exist?, Current Support

Limitations of Role Boundaries, Communication, Pressure, Mindset of Teacher

Teachers’ Needs Counsellor Support and Training, School Support, Support Needed, Concerns

Training Needs Issues with Teacher Training Courses, Issues and Limitations of Training, Potential Training, Need for Training

School Role Counselling Provision, School Effort, Whole School Approach, Training and Strategies, Comparisons and Differences

Issues faced by Young People

Emotional, Mental Health, Physical Wellbeing, Family, Online, School Support

Teachers’ Role

“Not only that there is a role, but if teachers are not doing it then I don’t think they are

teaching” (P8)

“To take any obstacles out of the way of achievement – can be academic, social,

personal problems, the whole gambit” (P1)

“To do our best for the children and make

tomorrow better than yesterday” (P1)

“Nobody is taking account of the emotional toll that

takes on staff” (P7)

Training Needs of Teachers

“Focuses on the development of practicing teaching as opposed to pastoral development and the needs of the child non-

academically” (P9)

“Training hasn’t caught up with what's happening in the world” (P4)

“There isn't any training for that – it doesn’t exist” (P1)

“What to do, what not to do,

what to say, what not to say”

(P9)

Conclusion

• Identified teachers’ role • Identified need:– Awareness– training – supported

Further Research

• PhD ongoing

• Phase 2

• Limitations

By meeting the training and support needs of our teachers,

we can better address the mental and emotional needs of our pupils,

and improve the lives of our children.