FEP - Teses de Doutoramento / Doctoral Theses
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- A whole-school approach to the promotion of psychological health and well-being, from pupils to headteachers : contributions to a universal screening process in schoolsPublication . Cunha, Maria do Rosário de Valadares Serrão Brito da; Andrés, Ana; Bowe, Mhairi; Dias, Pedro; Sumich, AlexPupils’ psychological health and well-being difficulties are a contemporary international concern, being schools an ideal context to identify and support these issues. School-based well-being intervention approaches currently privilege the Multi-Tiered System of Support model (MTSS) as an approach to support psychological health and well-being in tiers of response. One of the key components of this model is the using universal screening to make data-informed decisions, highlighting its potential for early identification of psychological health needs and strengths. However, this approach’s advantages typically benefit only pupils since most educational settings neither regularly survey their staff’s wellbeing nor engage in organisational well-being support practices for school employees. Concurrently, in different countries, teachers, headteachers and non-teaching staff progressively report increased stress, burnout, depression, and anxiety. Particularly related to teachers, the spotlight on their psychological health increased as well after the COVID-19 pandemic. The present doctoral research aimed to contribute to a whole-school approach to the promotion of psychological health and wellbeing, from pupils to headteachers, focusing specifically on the school-based universal well-being screening (SUWS) process in secondary schools. Two interconnected studies were conducted. The first study explored the perceptions of two panels of school professionals (one in Portugal with 9 participants and one in the UK with 8 participants) on the usability, appropriateness, and acceptability of the SUWS for pupils and school staff. A Policy Delphi technique was used with two rounds of data collection starting with individual interviews and finishing with a questionnaire. Participants in both countries had a positive perception of the social validity of the SUWS, considering it appropriate, usable, and acceptable by different stakeholders to be conducted in schools, both for pupils and school staff. Participants did though mention that it would be more challenging to have parental acceptability. Procedural considerations to increase the buy-in of the stakeholders were also explored, such as having clear communication with the school community about the process, its possible benefits and who would oversee data analysis. Also, within the first study, a reflexive thematic analysis was used to analyse individual interviews focused on well-being priorities mentioned by participants for pupils and school staff through the lenses of the social identity approach to health. Results point to the importance given by participants on social indicators of psychological health and well-being. Three themes were defined: (i) the school community as a site for social interaction and connection; (ii) the power of social support; (iii) reinforcing the need for social belonging and group memberships. Through this analysis, the decision was made to include social indicators in the SUWS in the second study (social identity and social support). The second study aimed to conduct an initial validation of universal school-based screening tools for students’ well-being (in the 3rd cycle), their teachers, headteachers, and non-teaching staff in Portuguese schools. Only results referring to the universal screening for pupils are presented within this doctoral thesis. Following a dual-factor model of mental health, the proposed tool was constituted of different tools that collected information on key indicators of school subjective well-being and psychological difficulties. An adaptation to the Portuguese language and internal structure validation was conducted on the following tools: Student Subjective Wellbeing Questionnaire (Renshaw et al., 2015); Youth Internalizing+Externalizing Problems Screener (Renshaw & Cook, 2018a, 2019; Weeks et al., 2022); Group Identification Scale (Sani et al., 2015); Social Support scale (McNamara et al., 2021). A sample of 942 pupils in the secondary school (3rd cycle in Portugal) was split into two subsamples: subsample 1 (n= 453) for EFA and subsample 2 for CFA (n= 489). Results pointed to adequate psychometric properties of the tools in Portugal, however, changes had to be made in the original structure of SSWQ and YIEPS. In SSWQ one item was deleted in the Portuguese version, and another item was put with a different factor from the original version. In YIEPS, items pertaining to attention problems were deleted, and the final preferred model only included internalising and conduct problems. Altogether, results from the first study support the use of SUWS in schools and can help guide policies and practices on implementing SUWS and potentially improving whole-school well-being supports, as well as showed the importance of incorporating social indicators of health in SUWS efforts; results from the second study showed that the adapted tools can be used in Portuguese schools with the suggested adaptations for interpretation of scores. Further research is necessary on the technical adequacy of the chosen tools in Portuguese samples (e.g., test-retest reliability). This research is aligned with a perspective of service delivery reform through universal screening in school psychology, reinforcing a preventive approach and promoting psychological health and well-being. Suggestions for future research are proposed in the discussion section.
- A whole-school approach to the promotion of psychological health and well-being, from pupils to headteachers : contributions to a universal screening process in schoolsPublication . Cunha, Maria do Rosário de Valadares Serrão Brito da; Andrés, Ana; Bowe, Mhairi; Dias, Pedro; Sumich, AlexPupils’ psychological health and well-being difficulties are a contemporary international concern, being schools an ideal context to identify and support these issues. School-based well-being intervention approaches currently privilege the Multi-Tiered System of Support model (MTSS) as an approach to support psychological health and well-being in tiers of response. One of the key components of this model is the using universal screening to make data-informed decisions, highlighting its potential for early identification of psychological health needs and strengths. However, this approach’s advantages typically benefit only pupils since most educational settings neither regularly survey their staff’s wellbeing nor engage in organisational well-being support practices for school employees. Concurrently, in different countries, teachers, headteachers and non-teaching staff progressively report increased stress, burnout, depression, and anxiety. Particularly related to teachers, the spotlight on their psychological health increased as well after the COVID-19 pandemic. The present doctoral research aimed to contribute to a whole-school approach to the promotion of psychological health and wellbeing, from pupils to headteachers, focusing specifically on the school-based universal well-being screening (SUWS) process in secondary schools. Two interconnected studies were conducted. The first study explored the perceptions of two panels of school professionals (one in Portugal with 9 participants and one in the UK with 8 participants) on the usability, appropriateness, and acceptability of the SUWS for pupils and school staff. A Policy Delphi technique was used with two rounds of data collection starting with individual interviews and finishing with a questionnaire. Participants in both countries had a positive perception of the social validity of the SUWS, considering it appropriate, usable, and acceptable by different stakeholders to be conducted in schools, both for pupils and school staff. Participants did though mention that it would be more challenging to have parental acceptability. Procedural considerations to increase the buy-in of the stakeholders were also explored, such as having clear communication with the school community about the process, its possible benefits and who would oversee data analysis. Also, within the first study, a reflexive thematic analysis was used to analyse individual interviews focused on well-being priorities mentioned by participants for pupils and school staff through the lenses of the social identity approach to health. Results point to the importance given by participants on social indicators of psychological health and well-being. Three themes were defined: (i) the school community as a site for social interaction and connection; (ii) the power of social support; (iii) reinforcing the need for social belonging and group memberships. Through this analysis, the decision was made to include social indicators in the SUWS in the second study (social identity and social support). The second study aimed to conduct an initial validation of universal school-based screening tools for students’ well-being (in the 3rd cycle), their teachers, headteachers, and non-teaching staff in Portuguese schools. Only results referring to the universal screening for pupils are presented within this doctoral thesis. Following a dual-factor model of mental health, the proposed tool was constituted of different tools that collected information on key indicators of school subjective well-being and psychological difficulties. An adaptation to the Portuguese language and internal structure validation was conducted on the following tools: Student Subjective Wellbeing Questionnaire (Renshaw et al., 2015); Youth Internalizing+Externalizing Problems Screener (Renshaw & Cook, 2018a, 2019; Weeks et al., 2022); Group Identification Scale (Sani et al., 2015); Social Support scale (McNamara et al., 2021). A sample of 942 pupils in the secondary school (3rd cycle in Portugal) was split into two subsamples: subsample 1 (n= 453) for EFA and subsample 2 for CFA (n= 489). Results pointed to adequate psychometric properties of the tools in Portugal, however, changes had to be made in the original structure of SSWQ and YIEPS. In SSWQ one item was deleted in the Portuguese version, and another item was put with a different factor from the original version. In YIEPS, items pertaining to attention problems were deleted, and the final preferred model only included internalising and conduct problems. Altogether, results from the first study support the use of SUWS in schools and can help guide policies and practices on implementing SUWS and potentially improving whole-school well-being supports, as well as showed the importance of incorporating social indicators of health in SUWS efforts; results from the second study showed that the adapted tools can be used in Portuguese schools with the suggested adaptations for interpretation of scores. Further research is necessary on the technical adequacy of the chosen tools in Portuguese samples (e.g., test-retest reliability). This research is aligned with a perspective of service delivery reform through universal screening in school psychology, reinforcing a preventive approach and promoting psychological health and well-being. Suggestions for future research are proposed in the discussion section.