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Research watch: mental health services supporting social inclusion
- Author:
- HOLTTUM Sue
- Journal article citation:
- Mental Health and Social Inclusion, 23(4), 2019, pp.149-155.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine three recent papers on mental health services and social inclusion. Design/methodology/approach: A search was carried out for recent papers on mental health and social inclusion. The author selected three papers that each spoke to a similar theme, from slightly different angles, and that seemed to advance understanding of how social inclusion might be supported to a greater degree in mental health services. Findings: One paper vividly describes some of the blocks to social inclusion, and what that can feel like from a service user perspective, and also points to ways for peer workers to support service users’ social inclusion. A second paper illustrates how mental health professionals and peer workers can choose to stand up for people’s human rights despite lack of organisational support for such actions. The third paper describes pioneering co-designed work to build dedicated support for social inclusion alongside mental health services. Originality/value: All three papers highlight the ongoing need for better support for social inclusion in mental health services across different countries. They also show how such support can be implemented and even made more mainstream. This raises hope for wider progress in mental health services becoming real enablers of social inclusion. (Publisher abstract)
School inclusion for children with mental health difficulties
- Author:
- HOLTTUM Sue
- Journal article citation:
- Mental Health and Social Inclusion, 19(4), 2015, pp.161-168.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach: Three papers are summarised. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings: In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value: The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties. (Original abstract)