Advances in school mental health promotion最新文献

{"title":"Improving quality in school mental health","authors":"S. Stephan, E. Connors, A. Blizzard","doi":"10.1080/1754730X.2015.1053699","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1053699","url":null,"abstract":"School mental health (SMH) quality assessment and improvement has been a primary overarching theme of this journal since its inception. In recent decades, dimensions of SMH quality have moved beyond bureaucratic processes (e.g. credentialing, adherence to paperwork requirements) and/or liability protection (e.g. procedures for handling crises) toward better articulated and perhaps nuanced dimensions including: (a) quality of stakeholder involvement in program development, guidance, evaluation and continuous improvement; (b) quality of collaborative relations among families, school staff and community providers; (c) the range of preventive and treatment services provided; (d) productivity of staff; (e) quality of training and supervision of staff; (f) team building and service coordination; (g) emphasis on evidence-based prevention and intervention; (h) cultural responsiveness of interventions; (i) use of appropriate evaluation strategies; (j) use of evaluation findings to continuously improve programs and services and (k) connecting evaluation findings to advocacy and policy improvement agendas (Ambrose, Weist, Schaeffer, Nabors, & Hill, 2002; Evans, Sapia, Axelrod, & Glomb, 2002; Nabors, Lehmkuhl, & Weist, 2003; President’s New Freedom Commission on Mental Health, 2003). Simultaneously, systems for measuring SMH quality have evolved, with several measures being developed to help schools and their broader authorities (e.g. school districts) assess and monitor progress (e.g. School Mental Health Quality Assessment Questionnaire, Weist, Stephan, Lever, Moore, & Lewis, 2006; Mental Health Planning and Evaluation Template, National Assembly on School-based Health Care, 2010; School Mental Health Capacity Instrument, Feigenberg, Watts, & Buckner, 2010). Access to and quality of school-based health services vary greatly at all local and state levels across the United States, with many youth unable to access high-quality services. In 2014, two national leaders in school health, the national Center for School Mental Health (CSMH, http://csmh.umaryland.edu) and the School-Based Health Alliance (www. sbh4all.org), were charged by the federal Department of Health and Human Services, Health Resources and Services Administration with further advancing quality and sustainability efforts across the country. The $2.8 million 4-year cooperative agreement will support the efforts of partnering organizations’ to improve the quality of care delivered by school-based health centres (SBHCs) and comprehensive school mental health systems (CSMHSs) nationwide. Specific project activities include:","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"121 - 123"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1053699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328995","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' perception of bereaved children's academic performance","authors":"A. Dyregrov, K. Dyregrov, M. Endsjø, T. Idsøe","doi":"10.1080/1754730X.2015.1051888","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1051888","url":null,"abstract":"It is well documented that loss and trauma may lead to a reduction in school grades and an increase in the school dropout rate among school children. However, in order for the schools to support students in the best way after trauma and loss, it is of great importance that teachers are aware of these problems. In this study, we investigated the perceptions of the academic problems of bereaved students among 138 teachers and headmasters from six secondary and high schools. We administered questionnaires to the whole sample, and six focus group interviews were conducted to obtain in-depth knowledge from the same population. Teachers perceive a deterioration of school performance in grieving students. The teachers' perceptions are in accordance with what students report in studies. The teachers perceived grieving students as struggling with learning, showing reduced achievement in tests, and experiencing learning setbacks. There is a need for schools to try to remedy these problems in order for students to achieve their learning potential. The students' academic decline is not due to their lack of resources, but is a temporary setback due to the loss.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"187 - 198"},"PeriodicalIF":0.0,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1051888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328889","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 early interventions and academic outcomes for at-risk high school students: a meta-analysis","authors":"Aidyn L Iachini, E. Brown, Anna L. Ball, J. Gibson, Steven E. Lize","doi":"10.1080/1754730X.2015.1044252","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1044252","url":null,"abstract":"The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at-risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found no statistically significant effect on the academic outcomes most commonly assessed in the studies (i.e., GPA, attendance, and discipline). Findings suggest the need for more rigorous research in this area. Implications for SMH early intervention research and practice are discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"156 - 175"},"PeriodicalIF":0.0,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1044252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328297","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":"Pilot testing a professional development model for preservice teachers in the area of health and weight: feasibility, utility, and efficacy","authors":"S. Russell-Mayhew, Sarah Nutter, Alana Ireland, Tina Gabriele, Angela D. Bardick, J. Crooks, Gavin Peat","doi":"10.1080/1754730X.2015.1040040","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1040040","url":null,"abstract":"Studies indicate that both preservice and in-service teachers find it difficult to connect to their role as health promoters within a school context. There is also evidence that those teachers most often responsible for delivering health education (i.e., physical education teachers) are at an increased risk for body dissatisfaction, dieting, and disordered eating. A pre–post pilot study assessed the feasibility and utility of an interactive professional development workshop on preservice teachers' attitudes concerning body image, size acceptance, eating, and physical activity, as well as the impact of the workshop on perceived self-efficacy to address weight-related issues. The professional development had a positive effect on antifat attitudes, body image, implicit weight bias, and efficacy to address weight issues. While the workshop was useful in terms of significant changes in preservice teachers' attitudes and efficacy, lessons around feasibility will inform the development of this pilot study to full-scale workshop with preservice teachers.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"176 - 186"},"PeriodicalIF":0.0,"publicationDate":"2015-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1040040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328615","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":"Preparing for school crises: administrator perceptions on supports for teachers","authors":"Chelsey M. Brophy, M. Maras, Ze Wang","doi":"10.1080/1754730X.2015.1009131","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1009131","url":null,"abstract":"Traumatic events and crises involving schools and children often become high-profile occurrences; however, little attention is given to teachers and how they cope with crisis. The purpose of this study was to investigate administrators' perceptions of including additional support for teachers in school crisis policies. Specifically, the study examined principal leadership, stage of change, self-efficacy, training in mental health/illness, and perceived barriers and their relation to including supports for teachers in crisis policy. Total 113 principals from one Midwestern state completed an online survey that assessed principal leadership, self-efficacy, stage of change, training in mental health/illness, and demographic information. Results suggest that most principals endorsed having specific supports in place for teachers during crises. Schools were less likely to currently have crisis plans/policies when the administrator reported the stage as relapse/pre-contemplation, contemplation, or preparation, than when an ‘action/maintenance’ stage was reported. There was no statistically significant relationship between the existence of crisis plans/policies and the training status (yes or no) of the administrator, general self-efficacy, principal leadership or perceived total barriers after controlling for stage. General self-efficacy was not found to be a significant predictor of stage, whereas leadership and barriers were significant predictors. Financial limitations were the most commonly cited barrier to providing additional supports to teachers during crises. Overall, most administrators indicate having policies that support teachers following crises; however, principal leadership, general self-efficacy, training, and barriers did not surface as significant predictors of existing policy. Barriers and leadership were significant predictive variables of stage of change, highlighting their importance in school change and reform efforts pertaining to crisis response.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"71 - 86"},"PeriodicalIF":0.0,"publicationDate":"2015-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1009131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328399","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 potential contribution of Intermediary Organizations for implementation of school mental health","authors":"Tim Corcoran, L. Rowling, M. Wise","doi":"10.1080/1754730X.2015.1019688","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1019688","url":null,"abstract":"Questions persist regarding implementation of mental health promotion, prevention, and early intervention initiatives in schools. To date, attention has targeted the ‘Whats’ and ‘Hows’ in design and implementation. Ongoing clarification of ‘Who’ the key proponents are working in this space receives less consideration. This paper presents outcomes from a national colloquium involving leaders from organizations committed to school-based mental health practice in Australia. The aim of the colloquium was to introduce the concept of Intermediary Organizations (IOs) examining this for its potential contribution to improved mental health and school improvement. The central challenge for IOs is implementation, that is, assisting in knowledge mobilization connecting research to policy and practice. The colloquium discussion was grounded in an understanding of public value as an organizing principle for improving public sector effectiveness. The participants evaluated the nature, role, and potential contribution of IOs. Three key issues emerged as being central to effective implementation: health promotion and prevention, relational ethics, and evidence-based practice.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"154 1","pages":"57 - 70"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1019688","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328507","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":"It takes a village: community and school partners working together to advance school mental health","authors":"E. Connors, S. Stephan","doi":"10.1080/17588928.2015.1020618","DOIUrl":"https://doi.org/10.1080/17588928.2015.1020618","url":null,"abstract":"A central tenant to the successful advancement of school mental health as a field is the critical role of multiple systems and multidisciplinary teams working together to achieve a common vision for student wellness. The current issue of our journal includes manuscripts that highlight the role of community organizations and different types of school personnel in collectively implementing school mental health. Schools have increasingly recognized the value of working with community partners to build a broad continuum of student mental health supports within the school building and extending into the community. One community partner that has not been well studied within the school mental health literature to date is the ‘purveyor’, also described as an ‘intermediary organization’. In their manuscript, ‘The potential contribution of Intermediary Organisations (IOs) for implementation of school mental health initiatives’, Tim Corcoran, Louise Rowling, and Marilyn Wise present outcomes from a national colloquium involving leaders from organizations committed to school-based mental health practice in Australia. IOs are described as a broker of knowledge and innovation between research producers, policy-makers, and practitioners that have been leveraged in Australia to advance the implementation of school mental health initiatives. Using the public value of IOs as an organizing principle is highlighted in order to enhance the sustainability, cost, and trustworthiness of school mental health services. Although student mental health concerns are often considered the domain of student support services and mental health specialists, increasing attention has been paid to the role of school administrators and educators in promoting mental health. Particularly in crisis situations, school administrators and educators are often the ‘front line’ of support for the school community, yet limited research exists on the policies and procedures to ensure that these school staff are equipped and supported during school crises. Chelsey Brophy, Melissa Maras and Ze Wang conducted a survey of 113 principals to understand the role of administrator perceptions on crisis support for teachers on the existence of school crisis plans and policies. Their study offers a unique application of the Transtheoretical Model to examine principal’s self-reported stage of change regarding changing crisis plans (Prochaska & Velicer, 1997; Health Belief Model: Rosenstock, 1974) and policies to include more specific support for teachers during and after crises. Although stage of change was significantly related to whether crisis policies were in place at the principal’s school, barriers to implementing such policies (such as funding) and selfreported leadership behaviors were significant predictive variables of stage of change, highlighting their importance in school reform efforts pertaining to crisis response. In addition to school administrators and educators, school health providers are","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"55 - 56"},"PeriodicalIF":0.0,"publicationDate":"2015-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17588928.2015.1020618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60439562","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 school mental health competencies: exploring the utility of decision cases for pre-service learning","authors":"Aidyn L Iachini, T. Wolfer","doi":"10.1080/1754730X.2015.1009130","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1009130","url":null,"abstract":"Preparation of the school mental health (SMH) workforce is an important priority. Significant gaps remain, however, in our understanding of which pre-service training strategies may be most effective for promoting essential cross-disciplinary SMH competencies. In response, this paper describes the case method of teaching and provides pilot evaluation data demonstrating the potential value of this pedagogical strategy for promoting these SMH competencies. Specifically, 173 pre-service social work graduate students completed a seven-item survey and answered four open-ended questions related to their learning and how it might influence their practice. Quantitative data revealed that students' reported knowledge gains related to the two SMH competency domains assessed – interprofessional and cross-systems collaboration. Qualitative data revealed that students not only gained knowledge in these domains, but also gained knowledge across the other five SMH competency domains as well. Student responses also suggested broader learning outcomes related to collaborative learning, reflection, and the complexities of real world SMH practice. The paper concludes with implications for SMH training, practice, and research.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"104 - 120"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1009130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328216","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":"Forms of bullying reported by middle-school students in Latin America and the Caribbean","authors":"M. McClanahan, Stephanie McCoy, K. Jacobsen","doi":"10.1080/1754730X.2014.978118","DOIUrl":"https://doi.org/10.1080/1754730X.2014.978118","url":null,"abstract":"Nationally representative data from more than 25,000 middle-school students in 15 countries in Latin America and the Caribbean who participated in the Global School-based Student Health Survey (GSHS) between 2004 and 2009 were analyzed. The proportion of students by country who reported being the victim of a bully in the past month ranged from 17% to 39%. None of the countries had statistically significant differences in bullying prevalence by sex. For girls, the most common form of bullying reported in 14 countries was appearance-based (‘made fun of because of how the body or face looks’). For boys, physical aggression (‘being hit, kicked, pushed, shoved around, or locked indoors’) was the most common form in 10 countries and appearance-based bullying was the most common form reported in 4 countries. School-based anti-bullying efforts in this region must address a variety of bullying mechanisms as well as contributing factors such as body dissatisfaction.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"10 1","pages":"42 - 54"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.978118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328195","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' role breadth and perceived efficacy in supporting student mental health","authors":"K. Mazzer, D. Rickwood","doi":"10.1080/1754730X.2014.978119","DOIUrl":"https://doi.org/10.1080/1754730X.2014.978119","url":null,"abstract":"Teachers are considered well placed to identify issues concerning students' mental health and well-being and can play a critical role in the helping process for their concerns. However, little is known about the views of teachers regarding their role in supporting student mental health and how well-equipped they feel to fulfil it. The aim of this study was to investigate teachers' perceived role breadth and perceived self-efficacy in supporting students' mental health. Interviews were conducted with 21 teachers from Canberra, Australia. Teachers viewed supporting student mental health as part of their role, though perceived a lack of knowledge and skills in mental health-related areas. They clearly emphasized the need to work within a well-coordinated pastoral care system. Additional training in mental health and clear role delineation within the school may assist teachers to feel better prepared to effectively and appropriately support student mental health.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"29 - 41"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.978119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328658","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}