This is an ethics form for a 10,000-word research paper. Due to data collection issues in the previous project, it cannot be used and needs to be rewritten. However, the previous form has been approved, which means that the structure and thinking method are correct, so it can be used as a reference for rewriting the new one.Rewrite and fill out ethics forms,Harvard 12th.
Title of Study
How Do High School Psychology Teachers in China and the UK Balance Academic Anxiety and Holistic Psychological Growth in Students?
Purpose of the Research
This research aims to explore how high school psychology teachers in China and the UK approach students’ academic anxiety while simultaneously supporting their holistic psychological development. The study seeks to compare national approaches to educational psychological support within school settings, focusing on differences in theoretical frameworks, institutional constraints, and practical strategies.
Research Aim
To compare and analyse how school psychology teachers in China and the UK balance academic anxiety and broader mental health needs in students, with an emphasis on culturally embedded educational and psychological frameworks.
Research Questions
Main Research Question:
- How do high school psychology teachers in China and the UK balance academic anxiety and holistic psychological development in students?
Sub-questions:
- What psychological frameworks are most commonly applied by psychology teachers in both countries?
- How do national education policies and institutional cultures influence school-based psychological interventions?
- What strategies are used to address academic stress versus other developmental or emotional issues?
- What challenges do psychology teachers face when attempting to deliver whole-child mental health support?
Methodology and Research Design
This will be a qualitative comparative case study. Due to access limitations, only Chinese high school psychology teachers will be interviewed at this stage. UK data will be derived from literature, policy documents, and existing studies.
- Data Collection Method (China): Semi-structured interviews with 4–6 psychology teachers in various high schools in Jiangsu Province, with purposive sampling to ensure urban–rural variation.
- UK Component: Desk-based research on school counseling and psychology services in UK high schools (primarily England and Wales), using academic papers, OFSTED reports, and policy documents.
- Analysis: Thematic analysis, identifying patterns in discourse around academic stress, whole-child development, and applied psychological theories.
Theoretical Framework
The study draws on both Educational Psychology and Individual Psychology (e.g., Adlerian theory), focusing on:
- In China: A dominant focus on academic achievement, often framed within educational psychology and cognitive-behavioral approaches.
- In the UK: Greater integration of whole-child approaches rooted in developmental psychology, with attention to identity, emotional well-being, and systemic inclusion (e.g., Ecological Systems Theory by Bronfenbrenner).
Comparing these frameworks helps identify systemic and cultural differences in how mental health is conceptualized and supported in school settings.
Ethical Considerations
- Consent: Written informed consent will be collected from all Chinese teacher participants.
- Confidentiality: All interviews will be anonymized. Any identifying school or location details will be removed.
- Data Handling: Audio recordings and transcripts will be securely stored on password-protected drives. Data will be deleted after project completion unless explicit permission is obtained for reuse.
- Sensitivity: Interview topics may touch on policy constraints or workplace stress. Participants will be reminded that they may skip any question or withdraw at any point.
Challenges and Limitations
- Data collection is limited to China due to the UK summer break and logistical constraints. The UK component will be literature-based.
- Comparative scope may be affected by contextual and system-level differences, which will be critically acknowledged in the analysis.
Contribution of the Study
- This research contributes to the international understanding of how school-based mental health support differs in high-pressure academic cultures (China) and more inclusive psychological frameworks (UK).
- It may inform school policies and teacher training programs by identifying best practices and gaps in psychological support strategies.