Advances in school mental health promotion最新文献

{"title":"Overcoming barriers to rural children’s mental health: an interconnected systems public health model","authors":"Brenda J. Huber, Julie M. Austen, R. M. Tobin, Adena B. Meyers, Kristal H. Shelvin, Michael Wells","doi":"10.1080/1754730X.2016.1224121","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1224121","url":null,"abstract":"Abstract A large, Midwestern county implemented a four-tiered public health model of children’s mental health with an interconnected systems approach involving education, health care, juvenile justice and community mental health sectors. The community sought to promote protective factors in the lives of all youth, while improving the capacity, accessibility and coordination of the continuum of care available to children and families. This article describes efforts to improve services for children in rural communities by connecting traditionally separated sectors and engaging doctoral psychology interns in the continuum of care. This article articulates lessons learned in practice, provides a case study and community outcomes; universal screening data, graduation rates and juvenile arrest rates suggest efforts are yielding positive results. Considerations for implementation in other rural communities are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"219 - 241"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1224121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329804","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":"An innovative model of integrated behavioral health: school psychologists in pediatric primary care settings","authors":"Carolyn D. Adams, Sara Hinojosa, K. Armstrong, J. Takagishi, S. Dabrow","doi":"10.1080/1754730X.2016.1215927","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1215927","url":null,"abstract":"Abstract This article discusses an innovative example of integrated care in which doctoral level school psychology interns and residents worked alongside pediatric residents and pediatricians in the primary care settings to jointly provide services to patients. School psychologists specializing in pediatric health are uniquely trained to recognize and address the academic, developmental, and behavioral needs frequently encountered in pediatric healthcare. Furthermore, school psychology training enhances their ability to effectively collaborate across health, education, and family systems to enhance the coordination of care. Case reviews provide data regarding frequency and types of services provided by the school psychologists, including conducting behavioral health screenings and assessments, implementing evidence-based interventions, and providing diagnostic psychoeducation. Physicians participating in this integrated health model provided program feedback, as well as caregivers of patients that received integrated care. Details regarding implementation, program evaluation, lessons learned, and future directions are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"188 - 200"},"PeriodicalIF":0.0,"publicationDate":"2016-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1215927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330116","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 mental health professionals’ training, comfort, and attitudes toward interprofessional collaboration with pediatric primary care providers","authors":"Prerna G. Arora, E. Connors, Krystin A. Biscardi, A. Hill","doi":"10.1080/1754730X.2016.1181526","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1181526","url":null,"abstract":"Abstract Despite the well-documented need for interprofessional collaboration (IPC) between school mental health (SMH) professionals and pediatric primary care providers (PCPs), research on current collaborative practices of these professionals is limited. Accordingly, using survey methodology, this study investigated SMH professionals’ previous training and training interests, degree of comfort with, attitudes toward, and current practices in IPC with pediatric PCPs. The majority of SMH professionals reported having received some training in IPC and endorsed high levels of interest in additional training. Further, comfort in IPC skills varied considerably based on the skill queried. While SMH professionals indicated IPC was of high importance, results revealed the relative infrequency of IPC with pediatric PCPs. Finally, increased frequency of IPC with pediatric PCPs was associated with positive attitudes toward IPC. Study results underscore the importance of addressing attitudes toward IPC and have implications for advancing research and training in SMH professionals IPC with pediatric PCPs.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"169 - 187"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1181526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329928","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":"Student-focused supports to promote mental health and well-being","authors":"E. Connors, J. Prout, Meghan Kozlowski, S. Stephan","doi":"10.1080/1754730X.2016.1169046","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1169046","url":null,"abstract":"A unique benefit of mental health service provision in schools is the opportunity to address mental health promotion, prevention and early intervention to improve students’ psychosocial and academic outcomes (Durlak & Wells, 1997; Greenberg et al., 2003; O’Connell, Boat, & Warner, 2009). This shift toward early intervention helps ensure that those students with or at risk for mental health problems will receive earlier treatment, a practice that will guide them toward a trajectory that avoids the development or exacerbation of symptoms. Moreover, the specific focus on universal mental health promotion complements the early intervention model by leveraging important natural supports such as teachers and administrators to support the mental health and wellness of all students (Atkins, Hoagwood, Kutash, & Seidman, 2010). The articles in the current issue highlight the importance of school-based mental health promotion programs that are well-suited for the school context due to being student-guided (e.g. mindfulness approaches, peer education, youth mentoring), brief in duration, and leveraging the natural environment (e.g. classroom-based intervention, multiple school record and teacher observation data sources, classmates as peer educators). Moreover, although the motivational interviewing review conducted by Snape and Adkinson included some studies focusing on students already experiencing mental health concerns, most of the work represented in the current issue focuses on school-based services and supports that are appropriate to promote all students’ well-being and success. Articles in this issue represent school mental health research conducted in Ireland (O’Reilly and colleagues), New Zealand (Bernay and colleagues), the United Kingdom (Snape and Atkinson), Romania (Snape and Atkinson), and the United States (Snape and Atkinson; McQuillin and colleagues). The first article in this issue by O’Reilly and colleagues illustrates evaluation outcomes of a school-based peer mental health education training program in post-primary schools in Ireland. Findings from self-report surveys indicated that participants (N = 30 students training to become peer educators) showed significant changes in presentation skills, mental health knowledge, and beliefs about help-seeking. There were also non-statistically significant improvements in participants’ self-esteem, decision-making, and problem-solving skills, perhaps due to ceiling effects given participants’ baseline strengths in these areas. This is a promising example of the positive impact that becoming a peer educator can have on the wellness of students who volunteer. Next, in a randomized, controlled study of 72 middle-school students, McQuillin and colleagues evaluated the efficacy of a brief school-based mentoring program in the United States. Existing literature focuses on youth mentoring relationships which typically do not last longer than a few months. Short-term mentorship programs have been found","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"71 - 72"},"PeriodicalIF":0.0,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1169046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329864","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":"An evaluation of participation in a schools-based youth mental health peer education training programme","authors":"A. O'Reilly, J. Barry, M. Neary, S. Lane, L. O'Keeffe","doi":"10.1080/1754730X.2016.1154794","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1154794","url":null,"abstract":"Abstract The use of peer education has been well documented within the discipline of health promotion, but not within the youth mental health domain. This paper describes an evaluation of an innovative schools-based peer education training programme that involved preparing young people to deliver a mental health workshop to their peers. Participants (n = 30) were recruited from five post-primary schools in Ireland. After each training session (n = 4), participants completed a questionnaire assessing their reactions to training. Participants also completed measures of self-esteem, help-seeking, mental health knowledge and skills at their first and final training session, and at the end of the programme. Significant changes in participants’ presentation skills, mental health knowledge and beliefs about help-seeking were observed. Participants also reported that training was well facilitated and well timed. Overall, findings indicate participation in a schools-based mental health peer education training programme is enjoyable and beneficial for young people.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"107 - 118"},"PeriodicalIF":0.0,"publicationDate":"2016-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1154794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329982","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":"Pause, breathe, smile: a mixed-methods study of student well-being following participation in an eight-week, locally developed mindfulness program in three New Zealand schools","authors":"R. Bernay, Esther Graham, D. Devcich, Grant Rix, C. Rubie-Davies","doi":"10.1080/1754730X.2016.1154474","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1154474","url":null,"abstract":"Abstract Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children’s Well-being Scale. Six children were interviewed about their perceptions and classroom teachers’ observations were reviewed. Quantitative data indicated a steady increase in students’ mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students’ well-being.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"106 - 90"},"PeriodicalIF":0.0,"publicationDate":"2016-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1154474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329384","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 evidence for student-focused motivational interviewing in educational settings: a review of the literature","authors":"L. Snape, C. Atkinson","doi":"10.1080/1754730X.2016.1157027","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1157027","url":null,"abstract":"Abstract The current systematic literature review sought to determine the effectiveness of Motivational Interviewing (MI) in educational settings. Student-focused school-based MI (SBMI) studies were assessed using qualitative and quantitative assessment frameworks and data were reported using PRISMA guidelines. Eleven studies met the inclusion criteria, although just eight were classified as ‘best evidence’ and included in the final synthesis. Seven of the included studies yielded positive findings and one study was neutral. Although there are methodological weaknesses in existing literature on student-focused SBMI, there is emerging evidence of its effectiveness for improving student outcomes in relation to academic achievement, behaviour and school-based motivation. Clear pointers for future research emerge from the review.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"152 1","pages":"119 - 139"},"PeriodicalIF":0.0,"publicationDate":"2016-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1157027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60330147","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":"Brief instrumental school-based mentoring for middle school students: theory and impact","authors":"Samuel D McQuillin, Michael D. Lyons","doi":"10.1080/1754730X.2016.1148620","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1148620","url":null,"abstract":"Abstract This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic enablers. In previous research, the program was found to produce effects on students’ math grades, life satisfaction, and disruptive behavior. In the current study, a revised version of the program was tested in a randomized controlled trial, wherein 72 middle school students were randomly assigned to receive an eight-week mentoring curriculum, or to a no-treatment control. Following the treatment, middle school students who participated in the mentoring curriculum had statistically significantly higher math grades (d = .42), English grades (d = .59), life satisfaction (d = .49), and .82 fewer absences. Small, but not statistically significant effects were also found for science (d = .25) and history (d = .15). Near zero effects were found for behavioral infractions.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"66 1","pages":"73 - 89"},"PeriodicalIF":0.0,"publicationDate":"2016-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1148620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329329","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":"Effectiveness of a school-based early intervention CBT group programme for children with anxiety aged 5–7 years","authors":"S. Ruocco, Jocelynne E. Gordon, L. McLean","doi":"10.1080/1754730X.2015.1110495","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1110495","url":null,"abstract":"Abstract Early manifestations of anxiety in childhood confer significant distress and life interference. This study reports on the first controlled trial of the Get Lost Mr Scary programme, a Cognitive Behavioural Therapy group intervention for children with anxiety aged 5–7 years. Participants were 134 children (65 males and 69 females) drawn from 23 public schools located in Western Sydney, Australia. A non-randomised control group design was used to assign schools to an intervention group or wait-time control group. Post-intervention results obtained from parent and teacher measures indicated that children who received the intervention showed significant reductions in their anxiety and behaviour symptoms compared to children in the wait-time group who showed no significant change. After receiving the intervention, the wait-time group showed a similar pattern of improvement. At 12-month follow-up, the intervention gains for anxiety were maintained. Clinical implications for the school setting and future directions for research are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"29 - 49"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1110495","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329315","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":"A national initiative to advance school mental health performance measurement in the US","authors":"E. Connors, S. Stephan, N. Lever, Sabrina Ereshefsky, Amanda Mosby, J. Bohnenkamp","doi":"10.1080/1754730X.2015.1123639","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1123639","url":null,"abstract":"Abstract Standardized health performance measurement has increasingly become an imperative for assuring quality standards in national health care systems. As compared to somatic health performance measures, behavioral health performance measures are less developed. There currently is no national standardized performance measurement system for monitoring comprehensive school mental health in the USA. Drawing upon related initiatives in the school mental health field and national performance standards for behavioral health care in non-school settings, the current study describes the identification, development, and refinement of quality and sustainability performance measures for comprehensive school mental health. A three-phase method involving literature review and expert consensus, nominal group decision-making, and a modified Delphi process resulted in the development of two performance assessments, which include 12 domains and 67 indicators. Future directions for national performance measurement among school mental health systems to drive improvement in quality and sustainability are considered.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"50 - 69"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1123639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329415","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}