In the child's voice: The experiences of primary school children with social, emotional and mental health difficulties
In the child's voice: The experiences of primary school children with social, emotional and mental health difficulties
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DOI：
10.1177/1359104519859923
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发表时间：
2020-04-01
影响因子：
1.8
通讯作者：
O'Reilly, Michelle
中科院分区：
文献类型：
--
作者：
Dolton, Alice;Adams, Sarah;O'Reilly, Michelle
在英格兰，学校越来越多地负责支持有社交、情感和心理健康 (SEMH) 困难的儿童，但他们的声音却很少得到代表。通过半结构化访谈，征求了 11 名患有 SEMH 困难的 6-11 岁儿童的意见。使用主题分析确定了两个主题 - (1) 社会关系和互动，以及 (2) 情绪和行为反应。孩子们表现出他们能够清楚地表达并反思他们的困难对学习环境的影响。对于一些人来说，他们表示建立并保持了密切的互惠友谊，他们认为这丰富了他们在学校的时间。结论是，患有 SEMH 困难的儿童需要感到安全并得到成人的支持才能在学校茁壮成长。这项工作展示了采取以儿童为中心的方法的重要性，让孩子们感到被倾听、被理解和被重视。
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.