TOMORROW'S WORLD: MAPPING THE CONSTRUCT AND IMPACT OF RESILIENCE IN ADOLESCENTS WITH SOCIAL EMOTIONAL AND MENTAL HEALTH NEEDS

背景仅在英国，心理健康疾病的患病率就相当于85万年轻人经历了可诊断的心理健康疾病(英国国家统计局，2018年)。如果不加以解决，这可能会导致晚年的“适应不良应对策略”(Thompson et al，2010：461)，从而成为成年后“严重和慢性精神健康疾病”的根源。围绕从个人化干预模式向无处不在的普遍性的转变，教育政策和实践中缺乏批判性参与，这一点值得注意，因为情绪健康和干预是作为一种“情绪接种形式”提出的(Vostanais等人，2013：3)：一套可以教授、学习和转移给学生的技能、态度和行为，随时准备在各种情况下使用。关键的是，有一些青少年在没有干预的情况下应对心理健康疾病，他们对知识库的贡献仍然很少(Hodes和Shur Fen-Gau，2016)。了解是什么解释了他们的复原力，并至关重要地解决了青年严重缺乏参与旨在“转变”青少年心理健康服务的政策和做法的问题，这对于扩展和锻造新的知识至关重要。因此，该项目将解决知识库中确定的差距，并将确保政策、教育和医疗改革由这些年轻人以共同生产、适龄和尊重的方式制定，将他们置于问题的核心，进而促进对社会最弱势群体的“有意义的改变”(DFE，2017：14)。研究目的探索中学如何使用和选择干预措施来应对不断变化的青少年心理健康政策，检查在经历SEMH需求的青少年中保持复原力的机制了解存在哪些理论和经验证据基础来证明使用复原力干预措施的合理性，了解(A)研发者；(B)教师(C)青少年参与者使用的有效干预模式的标准我将与年轻人合作，追求变革的议程，以影响健康和教育政策和实践。将使用定量和定性的方法来探索、分析和评估从以下学校(研究人员已经与这些学校谈判了入学条件)获得的具有代表性的分层样本：全圣器学校、Ribblesdale学校、Beechen Cliff学校和Monkton Combe学校，以了解在学校内发生的典型干预措施。青年研究人员将积极参与和参与讲习班、小组项目和自我完成幸福感和情感措施，以参与、探索和扩展围绕复原力的知识库，并确保新的政策和实践由年轻人设计和领导。将重点小组的定性和定量方法、访谈和对通过已完成的幸福测量收集的统计数据的询问相结合，将提供有关青年复原力的新信息，以(A)改善对所有人的服务；(B)扩大目前围绕这一热点问题的思考。此外，青年会议日的合作将为与会者提供一个机会，创造影响，挑战负面看法，并与研究人员合作，获得关键技能，如公开演讲。

BackgroundThe prevalence of mental health illness in the UK alone equates to 850,000 young people experiencing a diagnosable mental health illness (ONS, 2018). Left unresolved, this could lead to 'maladaptive coping strategies' (Thompson et al, 2010:461) in later life, thus becoming the root of 'serious and chronic mental health illness' in adulthood. The paucity of critical engagement within education policy and practice surrounding a switch from personalised models of intervention to ubiquitous universality warrants attention since emotional wellbeing and intervention are presented as a 'form of emotional inoculation' (Vostanais et al, 2013:3): a set of skills, attitudes and behaviours that can be taught, learned and transferred to pupils, ready for use in all manner of situations. Critically, there are some adolescents who navigate mental health illness without intervention, whose contribution to the knowledge base remains largely absent (Hodes and Shur Fen-Gau, 2016). Understanding what explains their resilience, and, crucially addressing the significant lack of youth engagement in policy and practices aimed at 'transforming' adolescent mental health services is vital to extending and forging new knowledge. This project, therefore, will address the gaps identified in the knowledge base, and it will ensure that policy, education and health reforms are shaped by those young people in co-productive, age appropriate and respectful ways to place them at the heart of the issues, in turn promoting 'meaningful changes' (DfE, 2017:14) for society's most vulnerable. Research AimsTo explore how secondary schools use and choose interventions to respond to the changing landscape of adolescent mental health policyTo examine the mechanisms maintaining resilience in adolescents experiencing SEMH needsUnderstand what theoretical and empirical evidence base exists to justify the use of resilience interventionsTo understand the criteria for effective intervention models used by (a) developers; (b) teachers (c) adolescent participantsI will collaborate with young people to pursue an agenda of transformation in order to influence health and education policy and practice. Quantitative and qualitative methods will be used to explore, analyse and evaluate a representative and stratified sample obtained from the following schools (with whom the researcher has already negotiated access): All Hallows, Ribblesdale, Beechen Cliff and Monkton Combe of the typical interventions taking place within school. The young researchers will be actively involved and engaged in workshops, group projects and self-completion of wellbeing and emotional measures to participate, explore and extend the knowledge base surrounding resilience and to ensure that new policy and practice is designed and led by young people. The combination of qualitative and quantitative methods of focus groups, interviews, and the interrogation of statistical data gathered across completed well-being measures will provide new youth information on resilience to (a) improve service for all; (b) extend current thinking around this hot topic. Furthermore, collaboration at a youth conference day will provide an opportunity for the participants to create an impact, challenge negative perceptions and collaborate with researchers to gain key skills, such as public speaking.