Informing Scotland's Mental Health Strategy from the Classroom Context

Autor/inn/en	Marie, Dannette; Christian, Brittany M.; Lumsden, Joanne; Miles, Lynden K.
Titel	Informing Scotland's Mental Health Strategy from the Classroom Context
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.137-144 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Foreign Countries; Classroom Environment; Context Effect; Curriculum Development; Curriculum Design; Course Organization; Course Content; Feedback (Response); Student Attitudes; Mental Health; College Students; Psychology; Holistic Approach; Educational Innovation; Qualitative Research; Courses; Research Methodology; Public Policy; Semi Structured Interviews; United Kingdom (Aberdeen) + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Course organisation; Kurskonzept; Kursprogramm; Schülerverhalten; Psychohygiene; Collegestudent; Psychologie; Holistischer Ansatz; Instructional innovation; Bildungsinnovation; Qualitative Forschung; Kursangebot; Research method; Forschungsmethode; Öffentliche Ordnung
Abstract	Although conventional psychology is often characterised as the science of the individual mind, it is also important to introduce students to the potential interdisciplinary and multi-dimensional nature of psychology. In this paper we outline the design, development, and delivery of an innovative course that employed an ecological framework to engage students in mental health issues and policy via the teaching of a course on the basic elements of qualitative inquiry. Students received two lectures on qualitative methodology and methods and then participated in a set of practical-based activities that involved examining mental health themes and undertaking semi-structured interviews. The information gleaned from the students' interviews was collated and formed the basis of a formal submission to Scotland's National Mental Health Strategy 2011-2015. In this way the present approach encouraged students to consider the multiple levels of analysis that can be employed when researching mental health issues, fostered active citizenship through their participation in a democratic process, and drew a clear connection between psychological research and mental health policy. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01