Advances in school mental health promotion最新文献

{"title":"Pilot evaluation of the feasibility and acceptability of StressOFF Strategies: a single-session school-based stress management program for adolescents","authors":"Amy Shapiro, N. Heath, Dana Carsley","doi":"10.1080/1754730X.2015.1110494","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1110494","url":null,"abstract":"Abstract The present study reports the pilot evaluation of the feasibility and acceptability of StressOFF Strategies, a single-session (45 min) adolescent-targeted, school-based psychoeducational program, which introduces cognitive behavioral techniques and mindfulness-based techniques. Five hundred and sixty-five Grade 9 students (57% female; M age = 14.97, SD = 0.36) completed self-report measures of stress, current stress management use, satisfaction with program, understanding of and future willingness to use strategies taught. Pre-intervention, 35.04% of participants reported a moderate–high overall stress level. Furthermore, all participants initially reported limited strategy use with distraction as the most common strategy (68.89%). Post-intervention, 88.67% of participants rated the program as good to excellent with over 87% of participants reporting understanding strategies quite well to very well, and 76–87% of participants indicating high levels of willingness to use each strategy. Females reported high levels of stress, greater satisfaction with the program, and better understanding and willingness to use strategies. Implications for schools are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"12 - 28"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1110494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329131","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":"Experiences of school teachers on participation in a brief school mental health program: a qualitative inquiry","authors":"B. Shrinivasa, B. Reshma, H. Virupaksha, Chandrakanth Chaithra, N. Vidya, S. Nithyananda, Julian Anthony Joseph Arthur, Anekal C. Amaresha","doi":"10.1080/1754730X.2015.1110493","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1110493","url":null,"abstract":"Abstract Background: School mental health programs (SMHPs) aim to strengthen school teachers’ understanding about issues related to child and adolescent mental health and their management. Many studies have looked at outcomes of such programs quantitatively. However, there is a lack of studies on the qualitative effects of SMHPs. With this in mind, the aim was to explore and evaluate the experiences of school teachers in a corporate social responsibility (CSR) project who participated in a brief SMHP in the suburbs of Bangalore City in India. Materials and methods: Twenty-two school teachers of a CSR project participated in this brief one-day SMHP. The program aimed to orient the teachers about common child and adolescent psychiatric disorders. Data were collected through a semi-structured open-ended questionnaire and by narrative inquiry. The data analysis adopted a general inductive approach. Results: From the qualitative data analysis, five overarching themes have emerged: (i) positive experience of being participants in the program; (ii) lack of knowledge on school mental health issues; (iii) enriched understanding and new learning; (iv) expansion of SMHP to other schools; (v) suggestions for prospective SMHP. Conclusion: The positive experiences and increased knowledge of the participants supports conducting similar programs with systematic methods for people working closely with school children.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"11 - 3"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1110493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329124","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":"Advances in school mental health quality and sustainability","authors":"S. Stephan, E. Connors, Meghan Kozlowski","doi":"10.1080/1754730X.2016.1134096","DOIUrl":"https://doi.org/10.1080/1754730X.2016.1134096","url":null,"abstract":"For the first 2016 issue of Advances in School Mental Health Promotion, we are pleased to present a group of articles that reflect the cutting edge of high quality, evidence-based mental health services and supports delivered in school settings. As was noted in previous editorial notes of the journal (see Improving Quality in SMH, October 2015), the topic of quality assurance and improvement continues to be a central theme in the field of school mental health as evidenced by the many manuscripts we receive on this topic. This issue brings together a collection of articles that reflect core dimensions of school mental health quality, including evidence-based practice implementation and sustainability of school mental health interventions. The first two articles focus on school-based cognitive behavioral therapies (CBT) for students. Ruocco and colleagues used a nonrandomized control design to evaluate a school-based CBT group intervention program for children with anxiety in Western Sydney, Australia. Results from this study showed that children who received the Get Lost Mr. Scary intervention had significant reductions in anxiety and behavioral symptoms from pre to post intervention. Results also showed improvements in parent and teacher ratings of student anxiety, supporting the effectiveness of the program. The authors’ use of a wait-list control design, involving multi-informant, longitudinal data, and mixed methods data collection provides readers with an excellent example of strong evaluation methodology in the context of schools. Shapiro and colleagues conducted a pilot evaluation of the feasibility and acceptability of a single-session, school-based psychoeducational program focused on CBT and mindfulness techniques in Quebec, Canada. Adolescent student self-report measures showed overall satisfaction with the program, along with increased understanding and willingness to use learned strategies. This study adds to existing literature on adolescent stress and stress management techniques particularly in schools; students reported significant levels of stress, interest in learning stress management techniques, yet limited instruction in this area. Findings point to the promise of single-session programing in high school settings as feasible, acceptable, and effective. The other two articles also focus on the quality of school mental health services, but from a broader perspective, incorporating aspects of the potential sustainability or permanency of school mental health programs. Although not always considered under the umbrella of quality, the construct of sustainability is critical to the advancement of school mental health quality. In our newly established National Quality Initiative (see www.theSHAPEsystem.com), the national Center for School Mental Health charges comprehensive school mental health systems across the United States with measuring and working toward improvement on several domains of sustainability: Funding and Resources, ","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1134096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329201","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 Systems of Care Using Health Information Technology: Development of the ADHD Care Assistant.","authors":"Thomas J Power, Jeremy Michel, Stephanie Mayne, Jeffrey Miller, Nathan J Blum, Robert W Grundmeier, James P Guevara, Alexander G Fiks","doi":"10.1080/1754730X.2016.1199283","DOIUrl":"10.1080/1754730X.2016.1199283","url":null,"abstract":"<p><p>Perhaps the two principal venues for the delivery of mental health services are schools and primary care practices. Unfortunately, these systems of care are poorly connected, which may result in care that is fragmented and suboptimal. This article describes the development and implementation of an electronic health record portal, known as the ADHD Care Assistant, to facilitate the sharing of information between schools and primary care offices to promote the use of evidence-based practices for managing children with behavioral health conditions. A feasibility study was conducted across 19 diverse primary care practices with 105 participating providers. Across the practices, 67% of providers activated the system for at least one patient and 32% activated it for five or more cases. Care Assistant use was lower in practices with a relatively high percentage of Medicaid patients (≥ 25%). The article discusses challenges that have arisen among primary care providers, parents, and schools in using the Care Assistant, potential strategies for addressing the challenges, and directions for future research and practice.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 3-4","pages":"201-218"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2016.1199283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34887239","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":"Collaborative Care in Schools: Enhancing Integration and Impact in Youth Mental Health.","authors":"Aaron R Lyon, Kelly Whitaker, William P French, Laura P Richardson, Jessica Knaster Wasse, Elizabeth McCauley","doi":"10.1080/1754730X.2016.1215928","DOIUrl":"10.1080/1754730X.2016.1215928","url":null,"abstract":"<p><p>Collaborative Care is an innovative approach to integrated mental health service delivery that focuses on reducing access barriers, improving service quality, and lowering healthcare expenditures. A large body of evidence supports the effectiveness of Collaborative Care models with adults and, increasingly, for youth. Although existing studies examining these models for youth have focused exclusively on primary care, the education sector is also an appropriate analog for the accessibility that primary care offers to adults. Collaborative Care aligns closely with the practical realities of the education sector and may represent a strategy to achieve some of the objectives of increasingly popular multi-tiered systems of supports frameworks. Unfortunately, no resources exist to guide the application of Collaborative Care models in schools. Based on the existing evidence for Collaborative Care models, the current paper (1) provides a rationale for the adaptation of Collaborative Care models to improve mental health service accessibility and effectiveness in the education sector; (2) presents a preliminary Collaborative Care model for use in schools; and (3) describes avenues for research surrounding school-based Collaborative Care, including the currently funded <i>Accessible, Collaborative Care for Effective School-based Services (ACCESS)</i> project.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"9 3-4","pages":"148-168"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5383210/pdf/nihms817952.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34898401","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":"Secondary traumatic stress in public school teachers: contributing and mitigating factors","authors":"James C. Caringi, Cameo F. Stanick, A. Trautman, Lindsay K Crosby, Mary Devlin, Stephanie Adams","doi":"10.1080/1754730X.2015.1080123","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1080123","url":null,"abstract":"Although research has examined secondary traumatic stress (STS) among mental health workers, child welfare workers, and other human service professionals, such examination among public school teachers has only recently begun. This study represents the first investigation to examine the factors that influence STS levels in public School teachers. Qualitative methods were utilized to develop a thick description of the experience of educators relative to their STS level in public school settings. Themes that were explored included characteristics of students, class load size, and a personal history of trauma. Additional themes emerged during data analysis. The assessment also included extrapolation on the quantitative measures that were described in a previous study. Implications and recommendations for such programs are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"244 - 256"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1080123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328984","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’ perceptions of youth with obesity in the classroom","authors":"Shana M. Wilson, Aimee W. Smith, B. Wildman","doi":"10.1080/1754730X.2015.1074054","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1074054","url":null,"abstract":"Pediatric obesity is a widespread health concern and youth with obesity face teasing and ridicule, which can lead to academic difficulties (e.g., falling behind from missed class time). Teachers have a direct role in how children are treated by peers. We examined how teachers’ views of children with obesity differ from their views of children with asthma, a less stigmatized chronic condition. Online questionnaires assessing attitudes toward children with health conditions were completed by 140 first- to fifth-grade teachers. Teachers rated children with asthma as more likely to be accepted by their peers than children with obesity. Additionally, teachers reported children with obesity as more burdensome to have in their classroom. Our findings that teachers reported children with obesity as more burdensome and less accepted may be influenced by societal attitudes related to the stigma associated with obesity. Findings highlight the importance of education for teachers on how to improve attitudes and outcomes for students with obesity.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"231 - 243"},"PeriodicalIF":0.0,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1074054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328862","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":"Promoting mental health at school: short-term effectiveness of a popular school-based resiliency programme","authors":"Hayley Anthony, L. McLean","doi":"10.1080/1754730X.2015.1065188","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1065188","url":null,"abstract":"Schools are increasingly seen as promising environments for initiatives to prevent mental disorders and to protect and promote mental health. This pilot study examined whether a school-based resiliency programme, Bounce Back, increased protective factors associated with resilience. Thirty-nine children aged 8–10 years (M = 9.17, SD = 0.58) from two schools in Melbourne, Australia, were allocated to the Bounce Back intervention (N = 17) or comparison (N = 22) group. Partial support for the effectiveness of the programme was found. Children's optimism and self-efficacy in the intervention group increased significantly with a large effect size from pre- to post-intervention. These changes were maintained at the 3-month follow-up; however, changes in perceived access to supportive relationships and emotional regulation were not detected. This pilot study represents an important step in the validation of one of the most widely used programmes in Australian schools, and provides some support for its continued use.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"199 - 215"},"PeriodicalIF":0.0,"publicationDate":"2015-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1065188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328802","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 case study of culturally relevant school-based programming for First Nations youth: improved relationships, confidence and leadership, and school success","authors":"Claire V. Crooks, Dawn Burleigh, Angela Snowshoe, Andrea Lapp, R. Hughes, A. Sisco","doi":"10.1080/1754730X.2015.1064775","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1064775","url":null,"abstract":"Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success during the transition from elementary to secondary school. A mixed methods evaluation of these programs was undertaken utilizing 35 elementary and secondary student interviews, survey data from 45 secondary students, and 7 educator, and principal interviews. Four themes emerged: (1) programming was perceived to contribute to student success; (2) participants experienced improved relationships, and an increased sense of belonging; (3) participants gained confidence and leadership skills; and (4) the provision of culturally relevant experiences and role models was key to program success. The results underscore the importance of developing and implementing culturally relevant programs for Aboriginal youth, who as a group have been historically marginalized in the education system. Furthermore, promoting cultural connectedness in schools facilitates the development of bicultural competence, and reduces the pressure many of these youth experience to choose between success at school and their Aboriginal identity.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"216 - 230"},"PeriodicalIF":0.0,"publicationDate":"2015-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1064775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329185","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":"Schoolgirls’ perspectives on self-disclosure in a group-based mental health intervention at school: acquiring friends or risking harassment?","authors":"Sofia Kvist Lindholm, Karin Zetterqvist Nelson","doi":"10.1080/1754730X.2015.1044253","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1044253","url":null,"abstract":"The article draws on interviews with participants in a psychotherapeutic education programme, called Depression in Swedish Adolescents, which has seen wide distribution within Swedish schools. We demonstrate how, in their accounts, self-disclosure in front of classmates is made into a central and both positive and problematic aspect of the programme. Sharing private matters in a group setting consisting of classmates might strengthen their interpersonal relations; but at the same time, it carries the risk of triggering already ongoing destructive interactions such as bullying and harassment. Voluntary participation, group composition and paying attention to how members respond to one another and make use of the private information shared stand out as important criteria to consider. However, in order to meet these criteria, an intervention involving self-disclosure in front of classmates needs to challenge the tradition in school of practising mandatory participation, as well as the class structures with their predefined group composition.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"141 - 155"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1044253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328374","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}