Advances in school mental health promotion最新文献

{"title":"‘It just doesn’t feel right’: a mixed methods study of help-seeking in Irish schools","authors":"L. Doyle, M. Treacy, A. Sheridan","doi":"10.1080/1754730X.2017.1285710","DOIUrl":"https://doi.org/10.1080/1754730X.2017.1285710","url":null,"abstract":"Abstract Schools are a key setting for mental health promotion and the provision of emotional support to students. As teachers and school counsellors are adults with whom adolescents have regular contact, it is likely they would be used as a help source by distressed students however there are few studies on this from an Irish context. A mixed methods design was used to identify the extent of adolescent help-seeking in addition to exploring what influences a young person’s decision to seek help in school. Findings generated through surveys (N = 856) and four focus group interviews (N = 35) with adolescents indicate that young people do not regard teachers and school counsellors as a potential help source. Barriers to seeking help include dislike of the dual role of counsellor/teacher and concerns about confidentiality. The provision of independent school counselling and increased mental health education were identified as factors that might increase help-seeking in school.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"113 - 126"},"PeriodicalIF":0.0,"publicationDate":"2017-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2017.1285710","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43909260","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":"Educator mental health literacy to scale: from theory to practice","authors":"Alexandra Fortier, G. Lalonde, P. Venesoen, Alexander F. Legwegoh, K. H. Short","doi":"10.1080/1754730X.2016.1252276","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1252276","url":null,"abstract":"Abstract Schools are an excellent setting through which to promote mental health and well-being, and teachers are well positioned to provide related instruction and support in the classroom. However, teachers often report that they lack the knowledge, skills and confidence to deliver social emotional learning instruction and to support students who struggle with mental health challenges. Professional learning initiatives that build teacher capacity in this area are increasing in quantity, but not all of the offerings are evidence based, relevant, scalable, and sustainable. This paper explores the approach being implemented in school districts within Ontario, Canada to enhance mental health literacy for educators. A description of the mental health literacy strategy within the Thames Valley District School Board is provided to illustrate how school districts can align with broad directions while at the same time contextualizing efforts to address local priorities and perspectives. The paper offers a synthesis of lessons learned from this early adopter case study, and from the implementation of the broader provincial approach.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"65 - 84"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1252276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366283","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":"Editorial","authors":"E. Brown, Kate Phillippo, S. Rodger, K. Weston","doi":"10.1080/1754730X.2016.1257035","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1257035","url":null,"abstract":"As many as 20% of students face mental health issues that impede their classroom functioning (National Research Council and Institute of Medicine, 2009), prompting teachers and teacher educators to develop their capabilities to understand and promote positive mental health among their students. Teachers are often aware of mental health issues present in their students’ lives, recognize the strong relationship between students’ socio-emotional functioning and academic success and feel that instructional activities should promote students’ social-emotional as well as intellectual development (Hoagwood et al., 2007; Phillippo & Kelly, 2014). Towards these ends, teachers seem willing to participate in the delivery of universal mental health promotion activities (Franklin, Kim, Ryan, Kelly, & Montgomery, 2012; Reinke, Stormont, Herman, Puri, & Goel, 2011). Overwhelmingly, however, teachers feel that they lack the capacity to promote student mental health or to provide the specific mental health supports required for struggling students to flourish in today’s classrooms (Froese-Germaine & Riel, 2012; Hoagwood et al., 2007; Kidger, Gunnell, Biddle, Cambell, & Donovan, 2010; Koller, Osterlind, Paris, & Weston, 2004; Martinussen, Tannock, & Chaban, 2011; Mazzer & Rickwood, 2015; Nyutu & Bertel, 2012; Phillippo, 2013; Reinke et al., 2011; Stoiber, 2011). If teachers are to take part in promoting positive student mental health, they must have access to relevant, quality professional learning opportunities. Recently, researchers, who have recognized this imperative, have created a space for the scholarship of teachers’ learning about student mental health. For example, Kutcher, Wei, McLuckie, and Bullock (2013) demonstrated a statistically significant increase in the knowledge and attitudes of Nova Scotian teachers as a result of mental health literacy training (one full day plus a self-study module) in preparation for the implementation of a Grade 9 mental health curriculum. Similarly, Hussein and Vostanis (2013) found that after six, two-hour training sessions, Pakistani teachers showed an increase in their knowledge about and recognition of common mental illnesses in children. Other researchers have demonstrated the impact of intervention-specific trainings that utilize systematic coaching in order to increase teachers’ learning and their subsequent efficacy during intervention implementation (Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012; Frey et al., 2013; Reinke et al., 2012; Simon & Ward, 2014). This special issue features contemporary research that illuminates the ongoing work of professionals to build capacity across the teaching workforce in the areas of student mental health. The articles included focus on pre-service teacher preparation, in-service teacher professional learning, local and federal teacher preparation or teacher education policy, and teacher and mental health practitioner collaboration. The article by Phillippo and Blosser exam","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1257035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45429444","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":"Intent to sustain use of a mental health innovation by school providers: What matters most?","authors":"Melanie Livet,&nbsp;Mary Yannayon,&nbsp;Kelly Kocher,&nbsp;Janey McMillen","doi":"10.1080/1754730x.2017.1295814","DOIUrl":"https://doi.org/10.1080/1754730x.2017.1295814","url":null,"abstract":"<p><p>Despite innovations being routinely introduced in schools to support the mental health of students, few are successfully maintained over time. This study explores the role of innovation characteristics, individual attitudes and skills, and organizational factors in school providers' decisions to continue use of <i>Centervention</i>, a technology-based tool that supports implementation of evidence-based mental health interventions (EBIs). Data were collected from 44 providers through online surveys following use of <i>Centervention</i> over a one-year period. When considered with individual and organizational factors, experience with <i>Centervention</i> (usability, usefulness, and satisfaction) was found to be the most influential predictor of intent to sustain use. Results reinforce the importance of (1) differentiating between factors that predict initial adoption vs. those that enable sustainability and (2) tailoring sustainability decision models to the nature of the innovation. They also support the need to incorporate strategies to enhance provider experience during implementation of an innovation.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 2","pages":"127-146"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730x.2017.1295814","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35795527","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":"A Qualitative Examination of Yoga for Middle School Adolescents.","authors":"Bethany Butzer,&nbsp;Amanda Marie LoRusso,&nbsp;Regina Windsor,&nbsp;Frankye Riley,&nbsp;Kate Frame,&nbsp;Sat Bir S Khalsa,&nbsp;Lisa Conboy","doi":"10.1080/1754730X.2017.1325328","DOIUrl":"https://doi.org/10.1080/1754730X.2017.1325328","url":null,"abstract":"<p><p>The present study was part of a group randomized controlled trial in which 7^th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 3","pages":"195-219"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2017.1325328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35275353","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":"Stable roles, changed skills: teacher candidate responses to instruction about adolescent psychosocial support practices","authors":"Kate Phillippo, A. Blosser","doi":"10.1080/1754730X.2016.1252684","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1252684","url":null,"abstract":"Abstract By virtue of their day-to-day contact with students, teachers are uniquely positioned to notice and respond to student psychosocial issues, both mental health problems and issues like peer harassment that can contribute to mental health problems. Yet, teachers’ opportunities to learn about providing psychosocial support remain scattered. The present study investigates the impact of one teacher education program’s efforts to promote productive teacher interactions with students experiencing psychosocial issues. The intervention – a six-week module that comprised part of a master’s-level teacher education practicum support course – aimed to increase candidates’ ability to recognize and respond to student psychosocial issues in the classroom. This study’s pre-test/post-test design asked 72 candidates to respond to vignettes portraying situations of student psychosocial distress, and also gauged candidates’ preference for working with populations experiencing psychosocial distress. Pre- to posttest change was gauged first with a rubric and then compared using Wilcoxon signed-rank tests. While candidates’ sense of their preferred role responsibilities regarding work with students experiencing psychosocial distress did not change, their demonstrated knowledge and practice skills in specific areas related to student psychosocial issues, particularly consultation and referral, did. Implications for teacher education regarding student support needs, and school-based mental health practice that engages teachers, are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"25 - 5"},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1252684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330382","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":"The Urban Teaching Cohort: pre-service training to support mental health in urban schools","authors":"Tammy A. Schwartz, Hannah Dinnen, Marissa Smith-Millman, Maressa L. Dixon, P. Flaspohler","doi":"10.1080/1754730X.2016.1246195","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1246195","url":null,"abstract":"Abstract Supporting students’ mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher–student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers entering into urban teaching for the realities of urban teaching. Miami University’s Urban Teaching Cohort (UTC) is an innovative, community-based approach to preparing pre-service teachers for work in the field of urban teacher preparation. In this paper, we review research on the challenges impacting the mental health of urban youth, describe how these challenges connect to the work of urban teachers and discuss how urban teacher preparation can help teachers better support students’ mental health. We discuss the elements of the UTC programme and how this preparation approach can help teachers build relationships with urban students and their families, as well as understand their communities from an asset perspective, to create a positive classroom community that supports the mental health of all students. Preliminary qualitative data indicate student and community support for the programme and support the impact of the programme on relationships and teaching practices.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"26 - 48"},"PeriodicalIF":0.0,"publicationDate":"2016-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1246195","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330518","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":"Teachers’ experiences collaborating in expanded school mental health: implications for practice, policy and research","authors":"Elizabeth A. Mellin, Anna L. Ball, Aidyn L Iachini, Nicole Togno, A. M. Rodríguez","doi":"10.1080/1754730X.2016.1246194","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1246194","url":null,"abstract":"Abstract Teachers are critical partners in expanded school mental health (ESMH) collaborations that aim to bring educators, community mental health professionals and families together to leverage expertise and resources for addressing non-academic barriers to learning. Although teachers are in a unique position to observe the day-to-day mental health needs of students, their roles in ESMH collaborations have been largely ignored leaving little research-based guidance for maximizing this practice strategy. To address this gap, this study explored 384 teachers’ experiences with ESMH collaboration including the types of collaborations they are engaged in, what influences those relationships and what they perceive to be the benefits of this practice strategy. The findings support previous conceptual and research contributions focused on collaboration, as well as suggest some specific influences on collaborative relationships between teachers and community mental health professionals. Implications for practice, policy and research are offered.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"85 - 98"},"PeriodicalIF":0.0,"publicationDate":"2016-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1246194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329849","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":"Increasing knowledge and self-efficacy through a pre-service course on promoting positive school climate: the crucial role of reducing moral disengagement","authors":"Claire V. Crooks, P. Jaffe, A. Rodríguez","doi":"10.1080/1754730X.2016.1249383","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1249383","url":null,"abstract":"Abstract Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers (75.2% female) who were surveyed during the first week of their teacher preparation program. A second cohort of pre-service students (n = 199, 60.8% female) was used as a comparison group. Pre- and post-tests demonstrated positive gains in the knowledge about bullying and self-efficacy in responding and reporting to incidents of students’ exposure to violence. Changes in moral disengagement were associated with improvements in knowledge, whereas personal experience with violence predicted changes in self-efficacy. Findings underscore the need for specific instruction in the area of promoting school climate.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"49 - 64"},"PeriodicalIF":0.0,"publicationDate":"2016-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1249383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330259","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":"Collaborative practices and partnerships across school mental health and pediatric primary care settings","authors":"Prerna G. Arora, J. Bohnenkamp","doi":"10.1080/1754730X.2016.1216684","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1216684","url":null,"abstract":"Abstract Education and primary care sectors have been called upon to attend to shortages in access to mental health services among children and adolescents. In response, these settings have increasingly attempted to address this need, though research exploring such collaborative efforts remains limited. The current special issue features research examining collaborations between school and paediatric primary care settings, bringing original research and clinical examples to bear on partnerships which leverage opportunities to improve access to high-quality mental health care. Articles in this special issue underscore the positive youth outcomes associated with effective collaboration across these systems and augment the literature describing innovative and successful approaches to this work. Further, articles in this issue identify barriers to collaborative efforts and present opportunities for future research and practice.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"141 - 147"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1216684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330182","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}