Mapping education leadership of mental health promotion in one school district in British Columbia: A strength-based case study

J. Turner , S. Friesen
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Abstract

Mental illness is a public health emergency threatening youth's social, physical, and economic vitality (Fahey & Koster, 2019). School-based mental health initiatives have been identified as a sustainable approach to this issue (World Health Organization, 2019). This study employed a qualitative case-based methodology to understand how educational leaders effectively implement mental health policies and programming. Three significant findings were identified: 1) the leadership of mental health initiatives formed a closely interconnected network of relationships with distributed responsibility across clearly identified roles and responsibilities within the school system and externally with the province and community-based supports; 2) Making network attributes and patterns of communication visible provided district and school-based leaders with discernable areas for intervention and growth serving as an impetus for system improvement; 3). Systems that effectively implement mental health policies and programming intentionally utilize multi-level, multi-institutional, and multi-disciplinary implementation teams by co-developing innovative ways to remove barriers to service.

绘制不列颠哥伦比亚省一个学区促进心理健康的教育领导图:基于实力的案例研究
精神疾病是威胁青少年社会、身体和经济活力的公共卫生紧急事件(Fahey & Koster, 2019)。校本心理健康倡议被认为是解决这一问题的可持续方法(World Health Organization, 2019)。本研究采用了基于案例的定性方法,以了解教育领导者如何有效实施心理健康政策和计划。研究发现了三项重要发现1)心理健康倡议的领导形成了一个紧密相连的关系网络,其责任分布在学校系统内部以及与省和社区支持机构之间明确确定的角色和责任中;2)网络属性和沟通模式的可见性为地区和学校领导提供了可识别的干预和发展领域,为系统的改进提供了动力;3)心理健康政策和计划的有效实施是一个长期的过程。有效实施心理健康政策和计划的系统有意识地利用多层次、多机构和多学科的实施团 队,通过共同开发创新方法来消除服务障碍。
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