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In the Child’s Voice: The Experiences of Primary School Children with Social, Emotional and Mental Health Difficulties.

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journal contribution
posted on 2019-06-03, 13:09 authored by Alice Dolton, Sarah Adams, Michelle O'Reilly
In England schools are increasingly responsible for supporting children with Social, Emotional and Mental Health (SEMH) difficulties yet their voices are rarely represented. Through semi-structured interviews, the views of 11 children aged 6–11 years with SEMH difficulties were sought. Using thematic analysis two themes were identified – (1) social relationships and interactions, and (2) emotional and behavioural reactions. The children demonstrated that they were articulate and reflective about the impact their difficulties have in the learning environment. For some, they reported building and maintaining close reciprocal friendships which they felt enriched their time at school. It was concluded that children with SEMH difficulties need to feel safe and supported by adults to flourish in school. This work demonstrates the importance of taking a child-centred approach, allowing children to feel heard, understood and valued.

History

Citation

Clinical Child Psychology and Psychiatry, 2019, Volume: 25 issue: 2, page(s): 419-434

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/Department of Media, Communication and Sociology

Version

  • AM (Accepted Manuscript)

Published in

Clinical Child Psychology and Psychiatry

Volume

25

Issue

2

Pagination

419-434

Publisher

SAGE Publications (UK and US)

issn

1359-1045

Acceptance date

2019-05-25

Copyright date

2019

Available date

2019-06-29

Notes

The file associated with this record is under embargo until publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.

Language

en

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