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

Learn More →

Supporting minority groups in schools – reflections on training education mental health practitioners

Supporting minority groups in schools – reflections on training education mental health... This study aims to reflect upon the first wave of training of Education Mental Health Practitioners (EMHPs), a new National Health Service role to provide support for Children and Young People (CYP) with low and moderate mental health needs in education settings in England. The study specifically focusses on the training for EMHPs in relation to their support for CYP who identify themselves as Black, Asian or Minority Ethnic (BAME), refugees or from the traveller community.Design/methodology/approachA brief review of the policy and literature on the role and remit of EMHPs was undertaken, including an exploration of the current status of BAME, refugee and traveller community CYP in schools in England. The review was then related to the specific experience of the author within the context of teaching EMHP trainees in a higher educational setting and evaluated as developing outcomes in low-intensity school-based practice.FindingsThere are benefits for trainee EMHPs to have an understanding of the minority groups of CYP attending schools in the area their Mental Health Support Team (MHST) covers. There are benefits for the MHST to form relationships with minority groups at an early stage in the MHST formation. Adapting the EMHP curriculum at a local level to include specific training on the needs of minority groups supports the development of relationships between schools and the communities they engage with locally. Ongoing training should be provided by services focussing on the specific needs of minority groups in their MHST area.Originality/valueInvolving minority groups in education in the formation of MHST and the training of EMHPs may improve outcomes in developing therapeutic relationships with CYP. Developing engagement practices in MHSTs with higher education providers, begins the process early in the experience of EMHP trainees, providing a safe environment in which to develop engagement skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training, Education and Practice Emerald Publishing

Supporting minority groups in schools – reflections on training education mental health practitioners

Download PDF
12 pages

Loading next page...
 
/lp/emerald-publishing/supporting-minority-groups-in-schools-reflections-on-training-erFq0TRfRX
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1755-6228
eISSN
1755-6228
DOI
10.1108/jmhtep-05-2020-0026
Publisher site
See Article on Publisher Site

Abstract

This study aims to reflect upon the first wave of training of Education Mental Health Practitioners (EMHPs), a new National Health Service role to provide support for Children and Young People (CYP) with low and moderate mental health needs in education settings in England. The study specifically focusses on the training for EMHPs in relation to their support for CYP who identify themselves as Black, Asian or Minority Ethnic (BAME), refugees or from the traveller community.Design/methodology/approachA brief review of the policy and literature on the role and remit of EMHPs was undertaken, including an exploration of the current status of BAME, refugee and traveller community CYP in schools in England. The review was then related to the specific experience of the author within the context of teaching EMHP trainees in a higher educational setting and evaluated as developing outcomes in low-intensity school-based practice.FindingsThere are benefits for trainee EMHPs to have an understanding of the minority groups of CYP attending schools in the area their Mental Health Support Team (MHST) covers. There are benefits for the MHST to form relationships with minority groups at an early stage in the MHST formation. Adapting the EMHP curriculum at a local level to include specific training on the needs of minority groups supports the development of relationships between schools and the communities they engage with locally. Ongoing training should be provided by services focussing on the specific needs of minority groups in their MHST area.Originality/valueInvolving minority groups in education in the formation of MHST and the training of EMHPs may improve outcomes in developing therapeutic relationships with CYP. Developing engagement practices in MHSTs with higher education providers, begins the process early in the experience of EMHP trainees, providing a safe environment in which to develop engagement skills.

Journal

The Journal of Mental Health Training, Education and Practice – Emerald Publishing

Published: Oct 6, 2021

Keywords: Education; Schools; Refugee; Minority groups; BAME; EMHP; MHST; Traveller

References

  • Vodou's role in haitian mental health
    Auguste, E.; Rasmussen, A.
  • Optimising refugee children’s health/wellbeing in preparation for primary and secondary school: a qualitative inquiry
    Baker, J.R.; Raman, S.; Kohlhoff, J.; George, A.; Kaplun, C.; Dadich, A.; Best, C.T.; Arora, A.; Zwi, K.; Schmied, V.
  • Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care
    Betancourt, J.R.; Owusu Ananeh-Firempong, I.
  • This is a school, it's not a site’: teachers' attitudes towards gypsy and traveller pupils in schools in England, Uk
    Bhopal, K.
  • Cultural competence in mental health care: a review of model evaluations
    Bhui, K.; Warfa, N.; Edonya, P.; Mckenzie, K.; Bhugra, D.
  • Forget the health and care and just call them education plans’: senco S' perspectives on education, health and care plans
    Boesley, L.; Crane, L.
  • Preparing primary trainee teachers to teach children from black, asian and other minority ethnic (bame) backgrounds or groups: participation, experiences and perceptions of trainee teachers
    Brownsword, S.
  • Defining and targeting health care access barriers
    Carrillo, J.E.; Carrillo, V.A.; Perez, H.R.; Salas-Lopez, D.; Natale-Pereira, A.; Byron, A.T.
  • Childhood vulnerability in numbers
    Commissioner, C.S.
  • Send code of practice
  • Transforming children and young people's mental health provision: a green paper
    Doh, D.
  • The mental health of refugee children
    Fazel, M.; Stein, A.
  • Waiting for your coronation: a Career-Limiting trap
    Fitzpatrick, T.A.; Curran, C.R.
  • Educational equality for gypsy, roma and traveller children and young people in the UK
    Foster, B.; Norton, P.
  • School teacher workforce
  • Schools, pupils and their characteristics
  • Absence from school
  • NHS workforce
  • Crossing boundaries. Identifying and meeting the mental health needs of gypsies and travellers
    Goward, P.; Repper, J.; Appleton, L.; Hagan, T.
  • Spiritual beliefs and mental health: a study of muslim women in glasgow
    Gunson, D.; Pautz, H.
  • The experience of male adolescent refugees during their transfer and adaptation to a Uk secondary school
    Hastings, C.
  • The role of education in the settlement of young refugees in the Uk: the experiences of young refugees
    Hek, R.
  • Cultural competence: a literature review and conceptual model for mental health services
    Hernandez, M.; Nesman, T.; Mowery, D.; Acevedo-Polakovich, I.D.; Callejas, L.M.
  • Cross-Cultural communication: tools for working with families and children
    Ladha, T.; Zubairi, M.; Hunter, A.; Audcent, T.; Johnstone, J.
  • Addressing the impact of social exclusion on mental health in gypsy, roma, and traveller communities
    Lau, A.Y.-H.; Ridge, M.
  • Does cultural competency training of health professionals improve patient outcomes? A systematic review and proposed algorithm for future research
    Lie, D.A.; Lee-Rey, E.; Gomez, A.; Bereknyei, S.; Braddock, C.H.
  • From difference to deviance: the exclusion of gypsy‐traveller children from school in Scotland
    Lloyd, G.; Norris, C.
  • The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of travellers in school
    Lloyd, G.; Stead, J.
  • A current review of the children and young people’s improving access to psychological therapies (cyp iapt) program: perspectives on developing an accessible workforce
    Ludlow, C.; Hurn, R.; Lansdell, S.
  • Race discrimination, the politics of knowledge, and cultural inequality in England
    Miller, P.
  • Addressing issues of race, ethnicity and culture in cbt to support therapists and service managers to deliver culturally competent therapy and reduce inequalities in mental health provision for
    Naz, S.; Gregory, R.; Bahu, M.
  • Tacking inequalities faced by gypsy, roma and traveller communities
    Parliament, U.
  • Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies
    Radez, J.; Reardon, T.; Creswell, C.; Lawrence, P.J.; Evdoka-Burton, G.; Waite, P.
  • The education of asylum seekers: some Uk case studies
    Reakes, A.
  • Toward a model of racial justice ally development
    Reason, R.D.; Roosa Millar, E.A.; Scales, T.C.
  • On the Front-Line: teachers as active observers of pupils’ mental health
    Rothì, D.M.; Leavey, G.; Best, R.
  • Mental health of children and young people in England, 2017: trends and characteristics
    Sadler, K.; Mcmanus, S.
  • Schools: central to providing comprehensive camh services in the future?
    Salmon, G.; Kirby, A.
  • Epa guidance on cultural competence training
    Schouler-Ocak, M.; Graef-Calliess, I.T.; Tarricone, I.; Qureshi, A.; Kastrup, M.C.; Bhugra, D.
  • Architecture and functioning of child and adolescent mental health services: a 28-Country survey in Europe
    Signorini, G.; Singh, S.P.; Boricevic-Marsanic, V.; Dieleman, G.; Dodig-Ćurković, K.; Franic, T.; Gerritsen, S.E.; Griffin, J.; Maras, A.; Mcnicholas, F.
  • Insights into the shifting perspectives of members of the gypsy and traveller community on schooling, and implications for school leaders
    Smith, A.R.
  • The stark reality of the ‘white saviour’complex and the need for critical consciousness: a document analysis of the early journals of a freirean educator
    Straubhaar, R.
  • Cross cultural evaluation of the Warwick-Edinburgh mental Well-Being scale (wemwbs)-a mixed methods study
    Taggart, F.; Friede, T.; Weich, S.; Clarke, A.; Johnson, M.; Stewart-Brown, S.
  • Supporting refugee students in schools: what constitutes inclusive education?
    Taylor, S.; Sidhu, R.K.
  • Mental health services designed for black, Asian and minority ethnics (bame) in the Uk: a scoping review of case studies
    Vahdaninia, M.; Mercel-Sanca, A.
  • Barriers to accessing and negotiating mental health services in asylum seeking and refugee populations: the application of the candidacy framework
    Van Der Boor, C.F.; White, R.
  • Embedding mental health support in schools: learning from the targeted mental health in schools (tamhs) national evaluation
    Wolpert, M.; Humphrey, N.; Belsky, J.; Deighton, J.