Hermione Aston
There are recognitions that mental-health problems are
increasing in society, with considerable increase in
psychosocial disorders of young-people being reported in
nearly all developed countries particularly in relation to suicide,
depression, substance use, addictive and offending behaviour.
Vulnerable groups of young-people more likely to experience
mental-ill-health compared to general populations are those
with an identified learning disability; within the youth justice
system; in custody; experiencing a chronic/serious illness;
teenage-mothers; from various ethnic groups; in local authority
care or residential care. The purpose of this research is to
explore what adolescents imagine schools would be like if they
were promoting mental-health. The rationale is embedded in
concerns about adolescent vulnerability depicted in high
incidence rates and associated mental-ill-health in teenage
populations. Schools are considered places that have a
significant influence on the development of young-people and
are considered good settings for promoting mental health. A
flexible design, using self-contained focus group methodology
explores views of 26 adolescents (81%) male, (19%) female:
from a variety of cultural backgrounds and vulnerable groups.
A funnel-approach structured the five focus groups, each
consisting of between three-eight adolescents (12-19 years).
An interpretive paradigm is used within this research from
social constructionist conjectures. A Constructivist Grounded
Theory analysis saw the emergence of ten categories and three
overarching conceptual elements as important factors to
promote mental health in learning settings, generating the
Ecological Model for Mental Health Promotion in Learning
Communities using a systems approach. Conclusion and
Significance of the research is that in order for schools to
promote mental health, society and school communities need to
provide active listening cultures and an inclusive ethos to
embrace mental health promotion at a variety of levels. A need
arises for adults to have knowledge and understanding of
adolescent identity; development; and the importance of
relationships reflected in attachment theory. The Ecological
Model for Mental Health Promotion identifies factors at
differing levels that can explain general development of mental
health outcomes. The considerations of system interactions,
contextual factors and environment interaction also places
support in a social context.