Advances in school mental health promotion最新文献

{"title":"Predictors of Academic Achievement for School Age Children with Sickle Cell Disease.","authors":"Kelsey E Smith,&nbsp;Chavis A Patterson,&nbsp;Margo M Szabo,&nbsp;Reem A Tarazi,&nbsp;Lamia P Barakat","doi":"10.1080/1754730X.2012.760919","DOIUrl":"https://doi.org/10.1080/1754730X.2012.760919","url":null,"abstract":"<p><strong>Background: </strong>Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental (socioeconomic status), disease-related (stroke, transfusion therapy, adherence), and psychosocial variables (child behavior, child quality of life (QoL)), controlling for intellectual functioning (IQ).</p><p><strong>Methods: </strong>Eighty-two children with SCD completed measures assessing IQ and academic achievement, while parents completed questionnaires assessing adherence, child behavior, and child quality of life. Medical chart reviews were conducted to determine disease-related factors.</p><p><strong>Results: </strong>Hierarchical regression analyses indicated that 55% of the variance in academic skills was accounted for by IQ, parent education, chronic transfusion status, and QoL [<i>R²</i> = .55, <i>F</i>(5, 77) = 18.34, <i>p</i> < .01]. Follow-up analyses for broad reading [<i>R²</i> = .52, <i>F</i>(5, 77) = 16.37, <i>p</i> < .01], and math calculation [<i>R²</i> = .44, <i>F</i>(5, 77) = 12.14, <i>p</i> < .01] were also significant.</p><p><strong>Conclusion: </strong>The findings suggest a significant contribution of factors beyond IQ to academic achievement. Findings allow for identification of children with SCD at risk for academic difficulties for whom psychoeducational interventions may enhance academic achievement.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"5-20"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.760919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31372648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing HIV in the school setting: Application of a school change model","authors":"A. Walsh, T. Chenneville","doi":"10.1080/1754730X.2012.760918","DOIUrl":"https://doi.org/10.1080/1754730X.2012.760918","url":null,"abstract":"This paper describes best practices for responding to youth with human immunodeficiency virus (HIV) in the school setting through the application of a school change model designed by the World Health Organization. This model applies a whole school approach and includes four levels that span the continuum from universal prevention to direct intervention. These levels are described and recommendations made, within the context of addressing mental health and educational issues related to HIV prevention and treatment at school. The challenges associated with implementing this model and strategies to overcome these barriers are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"21 - 34"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.760918","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School psychologists' perceptions of primary care partnerships: Implications for building the collaborative bridge","authors":"Kathy L. Bradley-Klug, Kendall L. Jeffries-DeLoatche, A. Walsh, Lisa P. Bateman, Joshua M. Nadeau, D. Powers, Jennifer M. Cunningham","doi":"10.1080/1754730X.2012.760921","DOIUrl":"https://doi.org/10.1080/1754730X.2012.760921","url":null,"abstract":"There is a critical need to increase communication and collaboration across the educational and medical systems on behalf of students with paediatric health issues. The purpose of the current study was to investigate school psychologists' perceptions of their communication and collaboration practices with paediatric professionals (e.g. paediatricians). Three hundred and forty school psychologists completed a survey that assessed their communication and collaboration practices with paediatric professionals, professional development in paediatric health issues and use of e-Health technology on behalf of students with medical problems. School psychologists reported communicating with paediatric professionals a few times per year (60.6%), collaborating a few times per year (34%) and receiving between one and five hours of professional development on paediatric health issues per year (50.8%). Only a small number of school psychologists used e-Health. Of those respondents, all indicated that it was beneficial to some extent to their practice. The major finding of this study was that interdisciplinary communication and collaboration practices were relatively infrequent. Results from this study can help inform strategies for increased collaboration, pre-service and ongoing training, and future research.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"51 - 67"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.760921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectively supporting youth with chronic illness in schools","authors":"B. Daly","doi":"10.1080/1754730X.2013.764678","DOIUrl":"https://doi.org/10.1080/1754730X.2013.764678","url":null,"abstract":"This special issue focuses on students with chronic illness and how school personnel can most effectively support these at-risk youth. The five articles that comprise the issue represent research on a range of pediatric conditions, including sickle cell disease, human immunodeficiency virus/acquired immune deficiency syndrome, asthma, food allergies, cancer, diabetes, heart disease and seizure disorder. These papers examine and provide critical commentary on prevention and intervention strategies, school personnel perceptions of working with students with chronic illness, and potential avenues for interdisciplinary collaboration and models of coordinated care for these medically compromised youth. Together, these articles provide an introduction to working with youth with chronic illness and are designed to assist school personnel in using and applying empirical research to their own professional work.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.764678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher perception of burden and willingness to accommodate children with chronic health conditions","authors":"A. West, A. Q. Denzer, B. Wildman, Karla Anhalt","doi":"10.1080/1754730X.2012.760920","DOIUrl":"https://doi.org/10.1080/1754730X.2012.760920","url":null,"abstract":"Children with chronic health conditions need the support of school staff to flourish socially and academically in educational settings. This study explored teacher experiences and knowledge of the following common paediatric conditions: asthma, food allergies, cancer, diabetes, HIV/AIDS, heart disease and seizure disorder. Participants included 140 elementary education teachers. This study also explored teacher perceptions of willingness and burden in implementing a range of classroom accommodations. Findings revealed that teachers were less willing to implement accommodations that were perceived to be burdensome. In addition, teachers perceived HIV/AIDS and seizure disorder to be among the most challenging conditions, and they reported the least amount of exposure to childhood cancer, heart disease, HIV/AIDS and seizure disorder. Suggestions to enhance the educational experiences of students with chronic illness are provided. Specifically, expanded collaborative roles for school-based mental health practitioners are recommended.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"35 - 50"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.760920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coordinating Mental Health Care Across Primary Care and Schools: ADHD as a Case Example.","authors":"Thomas J Power, Nathan J Blum, James P Guevara, Heather A Jones, Laurel K Leslie","doi":"10.1080/1754730X.2013.749089","DOIUrl":"10.1080/1754730X.2013.749089","url":null,"abstract":"<p><p>Although primary care practices and schools are major venues for the delivery of mental health services to children, these systems are disconnected, contributing to fragmentation in service delivery. This paper describes barriers to collaboration across the primary care and school systems, including administrative and fiscal pressures, conceptual and linguistic differences between healthcare and educational professionals, role restrictions among professionals, and privacy laws. Strategies for overcoming these barriers that can be applied in both primary care and school settings are described. The paper has a primary focus on children with ADHD, but the principles and strategies described are applicable to children with a range of mental health and health conditions.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"68-80"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3582374/pdf/nihms424064.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31280132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's Note","authors":"Heather L. Lasky","doi":"10.1080/1754730X.2012.743719","DOIUrl":"https://doi.org/10.1080/1754730X.2012.743719","url":null,"abstract":"Heather McDaniel (formerly Lasky) has played a critical role as editorial associate of Advances since 2010. She also brings unique perspectives on involvement in school mental health as a new graduate student (in School Psychology at the University of South Carolina). Related to her contributions to the journal, insights and leadership among graduate students in SMH, I asked Heather to develop the editorial for this issue of Advances. Along with other members of the editorial board, we plan to increase opportunities for graduate students and trainees from diverse disciplines to increase contributions to the journal as future leaders in the field, with thanks to Heather for her excellent example here. Graduate Student Involvement in School Mental Health and Advances Heather McDaniel, Editorial Associate University of South Carolina As a graduate student, I have been extremely privileged to have the role of Editorial Associate for Advances in School Mental Health Promotion. It is rare to have the opportunity to be so intimately involved in the editorial process at this level of training. I owe many thanks to Editor in Chief, Mark Weist, for this invaluable experience and for the opportunity to contribute to this editorial. While graduate school is a time that fosters intensive professional growth through various courses and applied experiences, it is important for students to recognize that important professional development opportunities also lie outside of more typical graduate school experiences. Specifically, the field of school mental health calls for a unique set of skills and competencies that may not be adequately addressed in any given training program. A critical pre-service deficit that has become apparent to me is that of interdisciplinary practice and effective collaboration. The field of SMH benefits from the unique competencies and perspectives of various disciplines; however in pre-service training (or graduate school), there is often still a discipline-specific focus that does not assist in the development of skills in interdisciplinary collaboration (Morris & Hanley, 2001). While there have been some direct responses to improve interdisciplinary preservice training (Splett, Coleman, Maras, Gibson & Ball, 2011), often opportunities outside of the traditional curriculum may be necessary to build these skills. Involvement in interdisciplinary organizations, such as the Mental Health Education Integration Consortium (see www.MHEDIC.org; coordinated by Professor Dawn Anderson-Butcher of Ohio State University) has furthered my development as a graduate student. The mission of MHEDIC is to foster interdisciplinary collaboration and support workforce development in various fields related to supporting student learning and mental health. MHEDIC draws together a unique variety of stakeholders including educators, administrators, psychologists, families, advocates and others. With the specific focus on interdisciplinary collaboration and wor","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"5 1","pages":"233 - 235"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.743719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using motivational interviewing with children and adolescents: a cognitive and neurodevelopmental perspective","authors":"Gerald G. Strait, Samuel D McQuillin, Bradley H. Smith, Julia A. Englund","doi":"10.1080/1754730X.2012.736789","DOIUrl":"https://doi.org/10.1080/1754730X.2012.736789","url":null,"abstract":"Motivational interviewing (MI) is an effective method of promoting change in adults, but its efficacy with children and adolescents is in the early stages of evaluation. The brevity of the intervention, documented effectiveness in adult populations and emphasis on motivating behavioural change have encouraged some researchers to test MI in educational settings. However, the number and quality of studies of MI with children and adolescents are limited, and it remains unclear whether MI is developmentally appropriate for children. This conceptual paper reviews cognitive and neurodevelopmental evidence of children's and adolescents' cognitive and social–emotional readiness for mental tasks thought to drive behavioural change in MI. Owing to the social context of MI, we place this research in a developmental framework using the social information processing network model of Nelson, Leibenluft, McClure, and Pine (2005). Based on these findings, we recommend continued testing of MI with students in middle and high schools but caution against using MI with elementary school students.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"5 1","pages":"290 - 304"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.736789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online mental health resources for teenagers: an evaluation of two websites developed for adolescents","authors":"M. Young, Cathy Richards, Melanie Gunning","doi":"10.1080/1754730X.2012.736792","DOIUrl":"https://doi.org/10.1080/1754730X.2012.736792","url":null,"abstract":"Young people are less likely to seek help for mental health difficulties. Good quality mental health information from reliable sources may help overcome barriers to help seeking in young people and improve awareness of the common symptoms related to mental health problems. With an adolescent population in mind, websites for depression and for stress and anxiety were developed for young people and those caring for them by one of the authors. The current evaluation sought to assess the use of, and perceived satisfaction with, each of these mental health websites. Data from the website domains were considered in relation to unique visits, country of origin and source of referral. Qualitative website user feedback was gained from evaluation questionnaires. Findings showed that website visits for both resources have increased year-on-year and feedback from the evaluation revealed that the resource information was perceived to be trustworthy, reliable and informative. The feedback indicated that the resource was perceived to be accessible and informative for adolescents. Future developments to reduce the barriers for accessing mental health are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"5 1","pages":"277 - 289"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.736792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Getting started: assimilatory processes of uptake of mental health promotion and primary prevention programmes in elementary schools","authors":"B. Leadbeater, Emilie J. Gladstone, Rachel S Yeung Thompson, Paweena Sukhawathanakul, Tracy Desjardins","doi":"10.1080/1754730X.2012.736790","DOIUrl":"https://doi.org/10.1080/1754730X.2012.736790","url":null,"abstract":"Although there is evidence that multi-systemic mental health promotion and primary prevention programmes can improve children's mental health, lack of widespread dissemination of evidence-based programmes limits their impact on population levels of health. Schools and teachers are frequent collaborators in programme development, evaluation and implementation. However, we know little about the pre-implementation processes that affect adoption (rather than implementation) of evidence-based programmes in new school sites. In this two-wave study, which spanned across one academic school year, qualitative interviews were collected from 20 school staff involved in the initiation of the WITS® Programs (The WITS® acronym stands for Walk Away, Ignore, Talk it Out and Seek Help.) for the prevention of peer victimization in rural elementary schools. These Program champions and early starters describe iterative processes of personalization that assimilated Program objectives to personal beliefs. They also worked to integrate new programme activities into ongoing teaching strategies, school programmes and school philosophies before marketing programme resources to others. Barriers to uptake are also identified.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"5 1","pages":"258 - 276"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2012.736790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}