I don’t tend to read ‘columns’; I find them opinionated and often lacking in substance (a bit like a discussion on Twitter or some of my blogs). However, I was directed to a recent piece by Tom Bennett in the TES on mental health.
Now, I think I’ve made it clear in the past that I don’t feel comfortable commenting on the current debate surrounding the existence or otherwise of a child mental health crisis. This isn’t to say that I’m uncomfortable commenting on mental health, it’s just that the changing landscape of diagnosis and classification along with the controversies surrounding the latest diagnostic criteria mean that I just don’t know what to think. Nevertheless, here I am commenting on that very topic.
Bennett, behaviour advisor to the government and director of
IdeologyED ResearchED, makes a number of pertinent points, some of which I alluded to in a blog post back in May. The most important point is that mental health is something that we need to get right – it’s far too important to fuck up.
But a moral panic helps no-one, least of all those vulnerable young people who need help most.
The point, I think, that we both agree on is that child mental health and it’s relationship to education policy is creating a moral panic rather than a need to establish the facts. Debra Kidd, in her recent blog ‘No Mental Health Crisis?’ makes a brave and valiant attempt to support the crisis hypothesis, but Kidd (like Bennett and like me) isn’t a mental health professional – we are amateur observers who interpret the findings and read the reports from altered perspectives.
In a recent paper Psychologist Nick Haslam makes some important observations related to this (Haslam, 2016). Haslam suggests that society is taking psychological concepts and applying them erroneously to normative human behaviours; everyday ‘worry’ becomes pathologised as ‘anxiety disorder’, sadness as ‘depression’. So-called ‘concept creep’ works on a number of levels, reshaping society and creating more sensitive populations who must, in some way, be protected from everyday horrors; the need for resilience has replaced ordinary courage.
One worrying observation is that mental health appears to be populated by non-professionals, especially when it comes to child mental health and mental health in schools. The appointment of the recently deposed ‘Mental Health Champion for Schools’ Natasha Devon is perhaps one such example. Devon’s intentions are certainly laudable and the bravery with which she has taken on such a dispassionate and emotionally barren government is, in my mind, worthy of praise. Whether her knowledge of the complexity of mental illness, it’s diagnosis, classification and treatment is strong enough to warrant her influence, however, remains questionable.
So who do we listen to?
This is a major problem. There are a number of individuals on the speaker circuit who advise on mental health issues and have published books on how to respond to mental health problems in schools. Many aren’t mental health professionals and it is obvious that some have only a passing understanding of the psychology behind mental health and the complexities of diagnosis and classification. I recently received feedback from a publisher on a manuscript I’m currently circulating about the role of emotions on learning. To be clear, the manuscript details normative functions, the way they impact learning and how teachers can work with them. There is a chapter on anxiety but, again, in terms of everyday processes rather than extreme circumstances. The publisher liked the idea but insisted that I include more extreme behaviours (they actually singled out suicidal tendencies). I could have complied and perhaps even been looking at publication, but such areas are far beyond my knowledge and expertise, so I declined and submitted elsewhere. There is certainly a desire for such publications – I would argue against a need for them however, especially when written by amateur observers.
As I (and Bennett) have said, we need to get mental health right and we need to receive the right information from the right people. There will always be controversies and I suspect that it will be some time before we manage to reconcile the medical model of mental health (with its emphasis on neurochemical and genetic explanations) with more nurture related and environmental theories. Teachers aren’t mental health professionals and the danger is that those most in need of help get lost in the moral panic.
References and Further Reading:
Haslam, N. (2016). Concept creep: psychology’s expanding concepts of harm and pathology. Psychological Inquiry. 27 (1). p.pp. 1–17.