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How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School? / Parry, Sarah; Hughes, Rachel; Lamonby, Jasmine et al.
In: Youth and Policy, 18.04.2023.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Parry, S, Hughes, R, Lamonby, J & Eve, Z 2023, 'How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?', Youth and Policy. <https://www.youthandpolicy.org/articles/young-people-with-unusual-sensory-experiences/>

APA

Parry, S., Hughes, R., Lamonby, J., & Eve, Z. (2023). How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School? Youth and Policy. https://www.youthandpolicy.org/articles/young-people-with-unusual-sensory-experiences/

Vancouver

Parry S, Hughes R, Lamonby J, Eve Z. How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School? Youth and Policy. 2023 Apr 18.

Author

Parry, Sarah ; Hughes, Rachel ; Lamonby, Jasmine et al. / How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?. In: Youth and Policy. 2023.

Bibtex

@article{7ac38a0da1b7444d8bd33e6e3974e769,
title = "How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?",
abstract = "We can understand {\textquoteleft}unusual sensory experiences{\textquoteright} (USEs; Dodgson, et al., 2021; Mitchell, et al., 2017), such as hearing voices or seeing visions others cannot, along an {\textquoteleft}experiential continuum{\textquoteright} (Longden et al., 2012, p.30). During childhood, USEs are part of typical development for many young people, are often transient, and usually cease over time (Garralda, 2015; Waters et al., 2017). Despite the pivotal role teachers have in young people{\textquoteright}s lives (Shelemy, et al., 2019), only one study so far has reported on evidence for a school-based intervention to reduce and prevent psychotic experiences in adolescence (Staines, et al., 2023), although further qualitative research is required.Positive student-teacher relationships are thought to have a profound impact upon young peoples{\textquoteright} perceptions of themselves and their relationships (Kennedy and Kennedy, 2004). In terms of mental wellbeing, teachers are approached by young people disclosing their emotional difficulties, such as anxiety and depression, more frequently than any other professional (Newlove-Delgado, et al. (2015), with teachers recognised as being a reliable {\textquoteleft}safe haven{\textquoteright} of support in times of distress (Kennedy & Kennedy, 2004, p.251; Graham, et al., 2011).",
author = "Sarah Parry and Rachel Hughes and Jasmine Lamonby and Zarah Eve",
year = "2023",
month = apr,
day = "18",
language = "English",
journal = "Youth and Policy",
issn = "0262-9798",
publisher = "National Youth Agency",

}

RIS

TY - JOUR

T1 - How Can Teachers Support Children and Young People with Unusual Sensory Experiences at School?

AU - Parry, Sarah

AU - Hughes, Rachel

AU - Lamonby, Jasmine

AU - Eve, Zarah

PY - 2023/4/18

Y1 - 2023/4/18

N2 - We can understand ‘unusual sensory experiences’ (USEs; Dodgson, et al., 2021; Mitchell, et al., 2017), such as hearing voices or seeing visions others cannot, along an ‘experiential continuum’ (Longden et al., 2012, p.30). During childhood, USEs are part of typical development for many young people, are often transient, and usually cease over time (Garralda, 2015; Waters et al., 2017). Despite the pivotal role teachers have in young people’s lives (Shelemy, et al., 2019), only one study so far has reported on evidence for a school-based intervention to reduce and prevent psychotic experiences in adolescence (Staines, et al., 2023), although further qualitative research is required.Positive student-teacher relationships are thought to have a profound impact upon young peoples’ perceptions of themselves and their relationships (Kennedy and Kennedy, 2004). In terms of mental wellbeing, teachers are approached by young people disclosing their emotional difficulties, such as anxiety and depression, more frequently than any other professional (Newlove-Delgado, et al. (2015), with teachers recognised as being a reliable ‘safe haven’ of support in times of distress (Kennedy & Kennedy, 2004, p.251; Graham, et al., 2011).

AB - We can understand ‘unusual sensory experiences’ (USEs; Dodgson, et al., 2021; Mitchell, et al., 2017), such as hearing voices or seeing visions others cannot, along an ‘experiential continuum’ (Longden et al., 2012, p.30). During childhood, USEs are part of typical development for many young people, are often transient, and usually cease over time (Garralda, 2015; Waters et al., 2017). Despite the pivotal role teachers have in young people’s lives (Shelemy, et al., 2019), only one study so far has reported on evidence for a school-based intervention to reduce and prevent psychotic experiences in adolescence (Staines, et al., 2023), although further qualitative research is required.Positive student-teacher relationships are thought to have a profound impact upon young peoples’ perceptions of themselves and their relationships (Kennedy and Kennedy, 2004). In terms of mental wellbeing, teachers are approached by young people disclosing their emotional difficulties, such as anxiety and depression, more frequently than any other professional (Newlove-Delgado, et al. (2015), with teachers recognised as being a reliable ‘safe haven’ of support in times of distress (Kennedy & Kennedy, 2004, p.251; Graham, et al., 2011).

UR - https://www.youtube.com/watch?v=CYIWbZO6qZo

M3 - Journal article

JO - Youth and Policy

JF - Youth and Policy

SN - 0262-9798

ER -