Parenting and infant mental health promotion: teachers’ views
| DOI | https://doi.org/10.1108/JPMH-08-2016-0036 |
| Published date | 19 June 2017 |
| Pages | 72-77 |
| Date | 19 June 2017 |
| Author | Lynn Carol Cuddihy,Anna Waugh |
| Subject Matter | Health & social care,Mental health,Public mental health |
Parenting and infant mental health
promotion: teachers’views
Lynn Carol Cuddihy and Anna Waugh
Abstract
Purpose –The purpose of this paper is to critically examine school teachers’experiences and beliefs
regarding parenting and infant mental health (IMH) promotion, starting with the research question: How do
teachers in two secondary schools view their roles regarding parenting and IMH promotion?
Design/methodology/approach –Qualitative, exploratory focus groups were used with two groups of
teachers that delivered personal social education (PSE) in schools.
Findings –Teachers currently have varying roles in PSE delivery. Interaction within focus groups can
generate changes of opinions. Teachers do not promote parenting and IMH but are keen for support and
training to do so to enable them to benefit future parents.
Research limitations/implications –This was a small-scale study. There was limited breadth of
knowledge and experience of participants. The study highlights the need for further research and support and
training for school-based staff in parenting promotion.
Social implications –The significance of parenting and IMH is well evidenced by theory, practice and
policies. A potential strategy to prevent child developmental difficulties is to educate young people about
parenting and IMH before they become parents.
Originality/value –No similar research was found in this area at the time of the study.
Keywords Health promotion, Teachers, Mental health, Parenting, Exploratory focus groups, Infant
Paper type Research paper
Introduction
Theory, research and policy support the significance of infant mental health (IMH) and its effects
on child development (Bowlby, 1997; Cuddihy and Waugh 2015, Perry, 2005; Scottish
Government (SG), 2009). A potential strategy to prevent child developmental difficulties is to
educate young people about parenting and IMH before they become parents
(HeadsUpScotland, 2007). This research critically examined school teachers’experiences and
beliefs regarding parenting and IMH promotion, starting with the research question:
RQ1. How do teachers in two secondary schools view their roles regarding parenting and IMH
promotion?
Literature review
Searches using established databases, e.g. CINAHL, were carried out. Articles selected
included the keywords –schools, teachers, parenting, infant, mental health, health promotion,
exploratory research, focus groups.
Parenting and IMH promotion
Hughes (2009)defines IMH as emotional, social,behavioural and cognitivedevelopment, occurring
in the context of infant-parent relationships and connected to attachment theory (Bowlby, 1997).
MRI scanningprovides compelling physicalevidence for the significanceof early parenting on child
brains, e.g. neglected infants present with abnormal brain development (Perry, 2005).
Received 12 September 2016
Revised 27 March 2017
Accepted 31 March 2017
Lynn Carol Cuddihy is a
Primary Mental Health
Work Lead at the Child and
Adolescent Mental Health
Service, NHS Dumfries and
Galloway, Dumfries, UK.
Anna Waugh is based
at the Department of Nursing,
University of the West of
Scotland, Dumfries, UK.
PAG E 72
j
JOURNAL OF PUBLIC MENTAL HEALTH
j
VOL. 16 NO. 2 2017, pp. 72-77, © Emerald Publishing Limited, ISSN 1746-5729 DOI 10.1108/JPMH-08-2016-0036
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