Significant statements | Formulated meanings |
---|---|
a. Whole staff discussion about issues specifically relevant to [school name]. | a. The program facilitated open discussion about complex mental health issues in their respective schools. |
b. More equipped to “be there” if a student needs help. | b. The program increased teachers’ skills and confidence to support students with complex mental health issues. |
c. The importance of sharing the load: a team approach. | c. The program promoted a whole of school approach. |
d. Reassured [that we are] already doing lots of positive actions that will help students. | d. The program reinforced the support teachers are already providing. |
e. Learning about what personality disorders are and the procedures and policies for dealing with students at risk of self-harm or suicide. | e. The program increased awareness and knowledge about personality disorder. |
f. Talking with other colleagues about self-harm and suicide. | f. The program promoted collegial discussion about self-harm and suicide. |
g. Ensuring teachers understand that they are not diagnosing – they are responding to a behaviour. | g. The program provided role clarification to teachers regarding personality disorder. |
h. Information on how language that is commonly used by teachers can create stigma for young people with complex mental health issues. Importance of treating behaviour rather than waiting for [a] formal diagnosis. | h. The program provided knowledge about personality disorders. |