Advances in school mental health promotion最新文献

{"title":"Exploring the importance of peers as leaders in the Dream School Program: from the perspectives of peer leaders, teachers and principals","authors":"I. Holsen, T. Larsen, H. Tjomsland, A. Servan","doi":"10.1080/1754730X.2014.978550","DOIUrl":"https://doi.org/10.1080/1754730X.2014.978550","url":null,"abstract":"This study explores the experiences of using peers as leaders in a secondary school intervention in Norway from the perspectives of the principals, the teachers and the peer leaders. The overall aims of the intervention are to improve the psychosocial learning environment and promote positive mental health. Five secondary schools which had used the programme for at least 1 year took part in the study. We conducted qualitative in-depth interviews with five principals, five focus group interviews with teachers and five focus group interviews with peer leaders. Through a thematic text analysis, the findings revealed four main categories: peer leaders’ gains, someone of their own age, positive impact on new students, and lack of collaboration between teachers and peer leaders. The study adds to the current research body on peer-led education by providing insightful knowledge from multiple informants of the benefits of using peers as leaders in a health-promoting school intervention.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"16 - 4"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.978550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328208","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-aged children born preterm: review of functioning across multiple domains and guidelines for assessment","authors":"Allison G. Dempsey, Milena A. Keller-Margulis, Sarah S. Mire, Catherine W. Abrahamson, S. Dutt, Ashlie V. Llorens, Anita Payan","doi":"10.1080/1754730X.2014.978117","DOIUrl":"https://doi.org/10.1080/1754730X.2014.978117","url":null,"abstract":"Children born preterm are at risk for developmental deficits across multiple functional domains. As the rate of survival for preterm infants increases due to medical advancements, a greater understanding is needed for how to meet the needs of this growing population in schools. Because approximately 50–70% of children born preterm require additional services in school, evidence-based assessments that appropriately identify children and guide intervention strategies must be conducted. In addition, the education system must be prepared to provide appropriate support when these children encounter developmental, cognitive, and academic difficulties in the school setting. The purpose of this paper is to provide an overview of the research on children born preterm and delineate guidelines for assessment in the areas of cognitive, academic, and psychosocial functioning.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 1","pages":"17 - 28"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.978117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327938","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 global knowledge exchange in school mental health","authors":"S. Stephan, A. Blizzard, E. Connors","doi":"10.1080/1754730X.2015.992148","DOIUrl":"https://doi.org/10.1080/1754730X.2015.992148","url":null,"abstract":"Since its inception, Advances in School Mental Health Promotion (ASMHP) has emphasized its international focus, both in terms of manuscript solicitation and readership. This focus reflects two overarching principles: (1) innovation and progress in school mental health is occurring across the globe, with unique pockets of excellence in specific topics occurring in individual communities, countries, and continents, and (2) as a field, we will increase our efficiency and promote more meaningful, impactful, and sustainable growth if we work collectively as an international force. Since our first issue was published in January of 2008, we have continued to receive and publish manuscripts from a diverse, international cadre of leading school mental health researchers and practitioners. Before introducing the multinational collection of papers for this special issue, I will review our history of international submissions and publications, as well as highlight some promising current international endeavors in the field of school mental health. To date, our submissions reflect 21 countries. Likewise, our published papers reflect an international authorship, with 16 countries represented. Notably, the majority of submission and publications are from authors in the USA, Canada, Australia, and the UK, respectively. This may reflect relative advancement of school mental health in these fields, but also likely reflects less systematic outreach by ASMHP to other countries. Thus, a goal in our strategic plan is to increase outreach to both authors and readers from a more diverse international audience, with support of our editorial board and publisher. We have been privileged to witness and participate in recent advancements in the area of global school mental health. First, our Annual Conference on Advancing School Mental Health, co-sponsored by our national Center for School Mental Health (CSMH, http:// csmh.umaryland.edu) at the University of Maryland (funded by the United States Department of Health and Human Services, Health Resources and Services Administration) and the IDEA Partnership (funded by the Office of Special Education Programs), has seen a sharp increase in international attendance in recent years. Our recent conferences have included participants from several countries, including Australia, Canada, China, Denmark, England, Germany, Hong Kong, Ireland, Japan, New Zealand, South Korea, and the USA. This, in part, reflects the work initiated by the International Alliance for Child and Adolescent Mental Health in Schools (INTERCAMHS), founded at the conference in 2003, and also just the growth in attention globally to the importance of mental health in schools. A second notable development occurred at the 2014 World Congress on Mental Health Promotion, during which the first meeting of the School","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"109 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.992148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60329587","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":"Clearing Hurdles: The Challenges of Implementation of Mental Health Evidence-Based Practices in Under-resourced Schools.","authors":"Ricardo Eiraldi,&nbsp;Courtney Benjamin Wolk,&nbsp;Jill Locke,&nbsp;Rinad Beidas","doi":"10.1080/1754730X.2015.1037848","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1037848","url":null,"abstract":"<p><p>Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers to implementation of evidence-based practices (EBPs) in under-resourced school districts, less has been written on how to overcome those barriers. Providing mental health services in the school setting presents a tremendous opportunity to increase access to quality mental health care for underserved youth. This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. The discussion is organized around an established conceptual framework adapted for the delivery of services in under-resourced schools that focuses on interdependent factors that exist at the individual-, team, school-, and macro-levels. This manuscript explores some recommendations and strategies for effectively addressing challenges related to implementation of EBPs. Research ideas are offered to bridge the research-to-practice gap that impacts many under-resourced public school districts.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 3","pages":"124-145"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1037848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34143732","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":"Connecting Students to Mental Health Care: Pilot Findings from an Engagement Program for School Nurses.","authors":"Rachel E Kim,&nbsp;Kimberly D Becker,&nbsp;Sharon H Stephan,&nbsp;Serop Hakimian,&nbsp;Dee Apocada,&nbsp;Pia V Escudero,&nbsp;Bruce F Chorpita","doi":"10.1080/1754730X.2015.1021821","DOIUrl":"https://doi.org/10.1080/1754730X.2015.1021821","url":null,"abstract":"<p><p>Schools function as the major provider of mental health services (MHS) for youth, but can struggle with engaging them in services. School nurses are well-positioned to facilitate referrals for MHS. This pilot study examined the feasibility, acceptability, and preliminary efficacy of an engagement protocol (EP) designed to enhance school nurses' utilization of evidence-based engagement practices when referring youth to MHS. Participants were six school nurses and twenty-five adolescents in a large, urban school district. School nurses reported positive attitudes towards the EP, suggesting that they found it feasible and acceptable. Though there were small increases in school nurses' use of engagement practices and in adolescents' readiness for services following training, due to limited sample size, differences were not statistically significant. Still, pilot results suggest preliminary efficacy of training school nurses to strategically implement evidence-based engagement practices to increase adolescents' engagement in MHS.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"8 2","pages":"87-103"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2015.1021821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34072378","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":"School-based motivational interviewing with students, teachers, and parents: new developments and future direction","authors":"Gerald G. Strait, Samuel D McQuillin, John D. Terry, Bradley H. Smith","doi":"10.1080/1754730X.2014.949064","DOIUrl":"https://doi.org/10.1080/1754730X.2014.949064","url":null,"abstract":"Motivational interviewing (MI) is a brief evidence-based counseling style used to reduce adult and adolescent risky behavior. Recently, school-based mental health experts have adapted MI for use in the school context to promote positive student outcomes (e.g., academics, behavior, and mental health). Currently, there are two forms of school-based MI (SBMI): student-focused SBMI (direct use with students) and consultative SBMI (use with teachers or parents). This special issue presents research on both forms. First, Sheftel, Lindstrom, and McWhirter [(2014). Motivational enhancement career intervention for youth with disabilities. Advances in School Mental Health Promotion, 7(4), 208–224, this issue] present a pilot study of student-focused SBMI to increase high school students' vocational skills self-efficacy, self-determination, and vocational outcomes. Second, Lee, Frey, Herman, and Reinke [(2014). Motivational interviewing as a framework to guide school-based coaching. Advances in School Mental Health Promotion, 7(4), 225–239, this issue] provide a conceptual review and framework for using consultative SBMI to increase teachers' treatment integrity. Then, Small, Lee, Frey, Seeley, and Walker [(2014). The development of instruments to measure motivational interviewing skill acquisition for school-based personnel. Advances in School Mental Health Promotion, 7(4), 240–254, this issue] share pilot data on two assessments designed to measure SBMI training outcomes. Finally, Simon and Ward [(2014). An evaluation of training for lay providers in the use of motivational interviewing to promote academic achievement among urban youth. Advances in School Mental Health Promotion, 7(4), 255–270, this issue] present a study on an SBMI training program for paraprofessionals.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"42 1","pages":"205 - 207"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.949064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328150","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":"Motivational interviewing as a framework to guide school-based coaching","authors":"Jon Lee, A. Frey, K. Herman, W. Reinke","doi":"10.1080/1754730X.2014.949515","DOIUrl":"https://doi.org/10.1080/1754730X.2014.949515","url":null,"abstract":"In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"225 - 239"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.949515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327776","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":"Motivational enhancement career intervention for youth with disabilities","authors":"A. Sheftel, L. Lindstrom, B. Mcwhirter","doi":"10.1080/1754730X.2014.949061","DOIUrl":"https://doi.org/10.1080/1754730X.2014.949061","url":null,"abstract":"Youth with disabilities face both internal and external barriers to career development and often experience poor post school outcomes in comparison to their nondisabled peers. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention – Motivational Enhancement Group Intervention (MEGI) – focused on increasing self-determination, vocational outcome expectations, and self-efficacy for high school students with disabilities. Based on the Ecological Model of Career Development, MEGI was designed to provide opportunities for active career exploration and choice. A pre-post test research design was used to explore the relationship between the intervention and the main study variables. The sample included 135 high school students and nine interventionists in six schools in the Pacific Northwest. The results of a latent change score model indicated a positive and significant change in students’ vocational skills self-efficacy, self-determination, and vocational outcome expectations.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"208 - 224"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.949061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327965","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 development of instruments to measure motivational interviewing skill acquisition for school-based personnel","authors":"J. Small, Jon Lee, A. Frey, J. Seeley, H. Walker","doi":"10.1080/1754730X.2014.949063","DOIUrl":"https://doi.org/10.1080/1754730X.2014.949063","url":null,"abstract":"As specialized instructional support personnel begin learning and using motivational interviewing (MI) techniques in school-based settings, there is growing need for context-specific measures to assess initial MI skill development. In this article, we describe the iterative development and preliminary evaluation of two measures of MI skill adapted from the substance abuse field for use in school-based settings. We developed the Video Assessment of Simulated Encounters for School-Based Applications and the Written Assessment of Simulated Encounters for School-Based Applications to evaluate the initial MI skill development of school-based personnel participating in a multi-component, MI training program. Preliminary psychometric evidence supports continued development and refinement of the measures.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"240 - 254"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.949063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60328027","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":"Use of formative research to develop a yoga curriculum for high-risk youth: implementation considerations","authors":"Shari Miller, M. Herman-Stahl, D. Fishbein, Bud Lavery, Michelle L. Johnson, L. Markovits","doi":"10.1080/1754730X.2014.916496","DOIUrl":"https://doi.org/10.1080/1754730X.2014.916496","url":null,"abstract":"The purpose of this study is to elucidate the use of formative research to adapt, develop, and pretest a mindful yoga curriculum for high-risk youth attending a nontraditional high school. The formative work was conducted in the first year of a larger project to test the efficacy of a mindful yoga program through a randomized controlled trial. The formative work included focus groups with: (1) an Advisory Board of experts in preventive interventions with high-risk youth, yoga and mindfulness and (2) students in the target population. Major themes emerging from the Advisory Board included youths' preconceptions about yoga, desirable characteristics in a yoga teacher, racial/ethnic differences in yoga participation, gender differences, and youths' likely motivations for participation. Additional themes reported by the student focus group participants included perceived motivations for participation, likely benefits of yoga, perceptions of yoga, yoga experience, and peer opinions. Additional results pertained to important logistical considerations when implementing school-based yoga programs. The formative work resulted in a 20-session, manualized curriculum that was pretested with students. Pretesting indicated that the intervention was feasible and enjoyable. In a focus group following the intervention, students reported improved mood and a high degree of satisfaction with the intervention. Implementation challenges included logistics within a school setting, recruitment and consenting, gender considerations, and developmental issues.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"171 - 183"},"PeriodicalIF":0.0,"publicationDate":"2014-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.916496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327447","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}