The emerging discourses of social, emotional and mental health and their impact on the lives of children
In 2014, the Special educational needs and disability code of practice: 0 to 25 years (DfE & DoH, 2015) introduced four broad areas of need to describe pupils who required special educational provision in England. One of these categories was Social, Emotional and Mental Health (SEMH). A narrative literature review revealed a paucity of research in this area. While the general language of special education and the impact of categorising children was the subject of interesting research, papers focused on SEMH had several shortcomings.
This thesis used the work of Michel Foucault to explore the emerging discourses of SEMH and their impact on the lives of children. Research was undertaken at an SEMH special school in England and activities were conducted as year 11 pupils prepared for the transition to post-16 education. Data were collected from teachers and parents via experiential focus groups. Data were collected from pupils via semi-formal interviews. (Critical) discourse analysis was used to consider and compare the discourse used by pupils, parents and teachers when describing SEMH. Phenomenology was used to consider pupils’ experiences of this discourse. The findings were conceptualised as a ‘Game of Truth’.
The findings suggested that a clear and consistent discourse of SEMH does not yet exist. Instead, a myriad of voices contributed to a series of diverse discourses being simultaneously generated, applied, accepted, subverted and rejected. These discourses included those of difference, deviance, protection and trauma. There was evidence to suggest that elements of these discourses caused some pupils significant distress and contributed to feelings of anxiety and shame. An original model was used to illustrate the link between power, discourse and subjectivity and revealed some teachers and parents to be parrhesiastic truth-tellers. The work of Avery Gordon emerged as an effective and original way to theorise the haunting experienced by pupils and capture their desire for something to be done. A cautious recommendation is made to those working in SEMH special schools so that support is offered to pupils while further research is undertaken.
History
Qualification name
- Professional Doctorate
Supervisor
Glazzard, Jonathan ; Hart, NicoleAwarding Institution
Leeds Beckett UniversityCompletion Date
2024-05-16Qualification level
- Doctoral
Language
- eng