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HCA 822 TOPIC 1 Discussion Question Two

HCA 822 TOPIC 1 Discussion Question Two


Sheard suggests a “whole organisation approach” as a means to positively influence culture in health care. At what point might this approach become counterproductive and create negative results? Explain your reasoning.

This practice example is aimed at school staff and policy-makers wanting to understand how

schools and colleges develop a whole organisational approach to support mental health and

character education. It is part of a series of five practice examples focused on mental health

provision in settings. The other four practice examples are:

 Developing a preventative approach;

 Identification and assessment of needs;

HCA 822 TOPIC 1 Discussion Question Two

HCA 822 TOPIC 1 Discussion Question Two

 Working in partnership; and

 Engaging parents and families.

They draw on learning from case studies which formed part of research on support for mental health

and character education in schools, colleges and alternative provision across England 1,2,3,4

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. The

case study schools were selected based on their reported active engagement in provision for mental

health and character development. The case study settings included mainstream (both LA

maintained and academy) primary and secondary schools and further education colleges. Where

there was transferable learning for mainstream settings, the practice examples also contain findings

from special schools and Pupil Referral Units (PRUs).

This practice example provides a brief overview of how the case study settings created a whole

organisational approach through staff roles and raising staff awareness and understanding. The

facilitators and challenges encountered while developing a whole organisational approach are

discussed, along with the benefits and resources needed to create the approach. Finally, some tops

tips on how to develop a whole organisational approach, drawing on the experiences of staff at the

case study schools and colleges are provided and a short resources section of suggested reading.


Just as safeguarding was seen as everybody’s business, whole organisational approaches to

supporting mental health reflected that head teachers saw this as part of their duty of care towards

students. Similarly, as their primary purpose was to educate children, all staff had an interest in

addressing barriers to learning – including those relating to social and emotional needs. With levels

of need seen to be rising, the imperative to act was strengthened.

Case study settings aimed to embed a whole organisational culture which: promoted positive mental

health; raised awareness of mental health issues and where to go for help; combatted stigma;

supported emotional literacy; and equipped children and young people to look after their own mental

health. Awareness-raising among, and engagement with, students and parents are covered more

fully in other practice examples – Developing a preventative approach and Engaging parents and


families. This illustration focuses on developing a whole organisational culture by increasing staff

awareness and engagement through assigned roles, support and training.

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