Exploring the potential of classroom learning for adults with mental health problems: perceptions of transformation and wellbeing
Notice bibliographique
Résumé
In the United Kingdom, although one in four adults reported experiencing mental health difficulties in one year, only a quarter of them received treatment for their condition BMA (2017). Moreover, this group of adults have been underrepresented in fulltime employment and education. This thesis argues that facilitating Further Education (FE) opportunities for adults with mental health problems, may assist in promoting their well-being and a pathway towards a different future. A narrative study was carried out involving 15 adults with mental health problems, who were attending classes in an FE College. Specifically, participants were asked during extensive one-to-one interviews, about their recent experiences of classroom learning and their narratives were analysed in relation to well-being and transformative learning theory. Participants reported numerous benefits arising from their learning which they felt had positively influenced their sense of well-being and which for some, included transformative changes. This thesis makes an original contribution to knowledge as it highlights that for adults with mental health problems, formal learning does have the potential to contribute positively to their lives. Furthermore, it suggests that unless certain wider societal factors are sufficiently addressed, the potential for these benefits to be fully realised, will be severely hindered. The thesis also extends the theory of transformative learning theory and highlights the value of bridging the divide between health and education when working with adults with mental health problems. Straddling these two disciplines in this study, has led to new understandings in relation to the best way to support adults with mental health problems in an FE setting. It has additionally led to identifying how best to interview vulnerable learners in a meaningful, safe and ethical way within an educational setting. The implications for policy and practice because of this work are outlined.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».