Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

Parenting and infant mental health promotion: teachers’ views

Parenting and infant mental health promotion: teachers’ views PurposeThe purpose of this paper is to critically examine school teachers’ experiences and beliefs regarding parenting and infant mental health (IMH) promotion, starting with the research question: How do teachers in two secondary schools view their roles regarding parenting and IMH promotion?Design/methodology/approachQualitative, exploratory focus groups were used with two groups of teachers that delivered personal social education (PSE) in schools.FindingsTeachers currently have varying roles in PSE delivery. Interaction within focus groups can generate changes of opinions. Teachers do not promote parenting and IMH but are keen for support and training to do so to enable them to benefit future parents.Research limitations/implicationsThis was a small-scale study. There was limited breadth of knowledge and experience of participants. The study highlights the need for further research and support and training for school-based staff in parenting promotion.Social implicationsThe significance of parenting and IMH is well evidenced by theory, practice and policies. A potential strategy to prevent child developmental difficulties is to educate young people about parenting and IMH before they become parents.Originality/valueNo similar research was found in this area at the time of the study. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Public Mental Health Emerald Publishing

Parenting and infant mental health promotion: teachers’ views

Journal of Public Mental Health , Volume 16 (2): 6 – Jun 19, 2017

Loading next page...
 
/lp/emerald-publishing/parenting-and-infant-mental-health-promotion-teachers-views-yCLLLJdHCB
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1746-5729
DOI
10.1108/JPMH-08-2016-0036
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to critically examine school teachers’ experiences and beliefs regarding parenting and infant mental health (IMH) promotion, starting with the research question: How do teachers in two secondary schools view their roles regarding parenting and IMH promotion?Design/methodology/approachQualitative, exploratory focus groups were used with two groups of teachers that delivered personal social education (PSE) in schools.FindingsTeachers currently have varying roles in PSE delivery. Interaction within focus groups can generate changes of opinions. Teachers do not promote parenting and IMH but are keen for support and training to do so to enable them to benefit future parents.Research limitations/implicationsThis was a small-scale study. There was limited breadth of knowledge and experience of participants. The study highlights the need for further research and support and training for school-based staff in parenting promotion.Social implicationsThe significance of parenting and IMH is well evidenced by theory, practice and policies. A potential strategy to prevent child developmental difficulties is to educate young people about parenting and IMH before they become parents.Originality/valueNo similar research was found in this area at the time of the study.

Journal

Journal of Public Mental HealthEmerald Publishing

Published: Jun 19, 2017

References