View in EDS HTML Full Text PDF Full Text

'I don't know what the word means, but I've heard it.' An exploration of children's understanding of mental health.

Saved in:
Bibliographic Details
Title: 'I don't know what the word means, but I've heard it.' An exploration of children's understanding of mental health.
Authors: Smith-Lewis, Julie Sian (AUTHOR)
Source: Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p109-125. 17p.
Subjects: Mental health, School children, Psychotherapy, Focus groups, Self-perception, Common misconceptions, Qualitative research, Social stigma
Abstract: Aim: This study explored how 'mental health' is conceptualised by children aged 9-10 years, through analysis of their verbalised constructs. Recognising these perceptions is essential to enabling children, young people and professional practitioners to co-construct appropriate programmes focusing on mental health. In so doing, future learning will develop their knowledge and understanding of mental health whilst reducing associated misconceptions and eliminating stigma. Method: Focus groups were chosen as they are compatible with qualitative research from a critical realism stance and can be used to gain an in-depth understanding of social issues such as mental health (Wilkinson, 1998). Three focus groups were carried out which consisted of both open questions and semi-structured questions about a 'playground' vignette. Findings: Reflexive thematic analysis revealed a disconnected understanding of the term mental health and the thoughts, feelings and behaviours that contribute to the concept. Initial understandings tended to be pathogenic and discriminatory, whilst later themes centred on values, connectedness and safety. Limitations: This study did not gather information about the children's family dynamics or personal experiences with mental health issues which could have influenced their responses. Some parents actively refused to allow their children to participate, with the school believing that these parents were not comfortable with their child talking about mental health. Conclusions: It is important to ensure that any programmes designed to promote good mental health are appropriately pitched and efficacious. To do this, children should be included in the design, implementation and evaluation of any mental health-based interventions and support. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 190443750
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'I don't know what the word means, but I've heard it.' An exploration of children's understanding of mental health.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Smith-Lewis%2C+Julie+Sian%22">Smith-Lewis, Julie Sian</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Autumn2025, Vol. 49 Issue 2, p109-125. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+stigma%22">Social stigma</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aim: This study explored how 'mental health' is conceptualised by children aged 9-10 years, through analysis of their verbalised constructs. Recognising these perceptions is essential to enabling children, young people and professional practitioners to co-construct appropriate programmes focusing on mental health. In so doing, future learning will develop their knowledge and understanding of mental health whilst reducing associated misconceptions and eliminating stigma. Method: Focus groups were chosen as they are compatible with qualitative research from a critical realism stance and can be used to gain an in-depth understanding of social issues such as mental health (Wilkinson, 1998). Three focus groups were carried out which consisted of both open questions and semi-structured questions about a 'playground' vignette. Findings: Reflexive thematic analysis revealed a disconnected understanding of the term mental health and the thoughts, feelings and behaviours that contribute to the concept. Initial understandings tended to be pathogenic and discriminatory, whilst later themes centred on values, connectedness and safety. Limitations: This study did not gather information about the children's family dynamics or personal experiences with mental health issues which could have influenced their responses. Some parents actively refused to allow their children to participate, with the school believing that these parents were not comfortable with their child talking about mental health. Conclusions: It is important to ensure that any programmes designed to promote good mental health are appropriately pitched and efficacious. To do this, children should be included in the design, implementation and evaluation of any mental health-based interventions and support. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190443750
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.53841/bpsecp.2025.42.4.109
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 109
    Subjects:
      – SubjectFull: Mental health
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Psychotherapy
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Common misconceptions
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Social stigma
        Type: general
    Titles:
      – TitleFull: 'I don't know what the word means, but I've heard it.' An exploration of children's understanding of mental health.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Smith-Lewis, Julie Sian
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Autumn2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02671611
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational & Child Psychology
              Type: main
ResultId 1