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SUMMARY:Adolescence: rhetoric\, representations\, realities discussion (3)
  - Dr Colleen McLaughlin
DTSTART:20100301T170000Z
DTEND:20100301T183000Z
UID:TALK21263@talks.cam.ac.uk
CONTACT:Ewa Illakowicz
DESCRIPTION:*How does school experience impact on adolescent wellbeing?*\n
 \nIn this seminar Colleen McLaughlin uses a paper entitled Relational Matt
 ers: a review of the impact of school experience on mental health in early
  adolescence written by her and Barbie Clark\, soon to be published in Edu
 cational and Child Psychology\, 27\,(1)\, to explore the question above. T
 he paper arises from a systematic review of research undertaken by colleag
 ues at the Faculty of Education for the Changing Adolescence Programme (pr
 eviously known as the Adolescent Mental Health Initiative). This is a spec
 ific programme of research on time trends in adolescent mental health\, se
 t up by the Nuffield Foundation in 2005. The particular focus is the relat
 ionship between the school experiences of young people aged 10-14 and thei
 r mental health outcomes. The review of this area posited the notion of 
 ‘the supportive school’ as important and one key element\, the notion 
 of school connectedness. Within that the role of relationships is identifi
 ed as significant. This paper explores the part played by relationships in
  schools. The paper draws on a review of 133 papers published mainly in th
 e last 15 years. Relationships between teachers and pupils and pupils’ p
 eer relationships are identified as the key ones. The main ways in which s
 chool based relationships impact upon mental health are explored. First\, 
 in terms of the relationship to academic outcomes\; second\, the relations
 hip between social support\, feelings of emotional wellbeing or distress\,
  and teacher-pupil relationships\; and finally the relationship between sc
 hool connectedness and mental health outcomes. The authors argue for great
 er attention to be paid to the interconnections between the relationships 
 with young people and their emotional and academic wellbeing. The paper co
 ncludes with the implications for schools and teachers of these findings a
 nd an argument for an acknowledgement of the importance of the social goal
 s of education.
LOCATION: MAB 104\, Mary Allan Building\, Homerton College\, Hills Road\, 
 Cambridge CB2 8PQ
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