Advances in school mental health promotion最新文献

{"title":"Applying the deployment focused treatment development model to school-based yoga for elementary school students: steps one and two","authors":"Bradley H. Smith, Alison Connington, Samuel D McQuillin, Leigh Crowder Bierman","doi":"10.1080/1754730X.2014.920132","DOIUrl":"https://doi.org/10.1080/1754730X.2014.920132","url":null,"abstract":"There is growing interest in yoga to enhance positive youth development, but many challenges to overcome before introducing yoga to schools. Weisz et al. [Weisz, J. R., Jensen, A. L., McLeod, B. D. (2004). Development and dissemination of child and adolescent therapies: milestones, methods, and a new deployment-focussed model. In E. D., Hibbs & P. S. Jensen (Ed.), Psychosocial treatments for child and adolescent disorders: Empirically-based approaches (2nd ed.). Washington, DC: American Psychological Association] describe the multi-phased deployment focused treatment development model (DFM) as a means of overcoming barriers to implementing evidence-based interventions. Consistent with the first phase of the DFM, which involves manual development with input from stakeholders, we describe teachers' reactions to implementation of school-wide yoga in an urban elementary school. In keeping with the second phase of DFM, we conducted a pilot efficacy study of a yoga curriculum. We got mixed results on academic performance, and no effect on behavior and attendance. This is first study we know of that systematically collected teacher data about yoga and used school grades and standardized test scores as outcome measures. Teacher involvement, retention of students, fidelity and documentation of treatment delivered, and efficacy for grades, attendance, and behavior are paramount considerations for future school-based yoga studies.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"140 - 155"},"PeriodicalIF":0.0,"publicationDate":"2014-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.920132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327272","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":"Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers","authors":"Matthew R. Ancona, T. Mendelson","doi":"10.1080/1754730X.2014.920135","DOIUrl":"https://doi.org/10.1080/1754730X.2014.920135","url":null,"abstract":"Many public school teachers face formidable challenges, including overcrowded classrooms, limited administrative resources, and high numbers of students with behavioral and emotional problems. Mindfulness-based strategies are a potentially promising means of reducing teachers' stress and enhancing their ability to handle job demands effectively. This pilot randomized study assessed the feasibility and preliminary outcomes of a 6-session yoga and mindfulness program for teachers developed by the Holistic Life Foundation, a local nonprofit organization. Seven urban public schools were randomly assigned either to receive the intervention or to a no-intervention control condition. A volunteer sample of teachers within those schools participated in the study, with 21 teachers attending the intervention and 22 teachers in the control arm. Intervention feasibility was assessed by examining recruitment response and intervention attendance and by gathering qualitative feedback from intervention instructors and participants. Participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Findings suggest the intervention may be beneficial for some teachers, but our recruitment response also highlighted feasibility challenges. Recommendations are presented for enhancing program feasibility and for advancing research on the use of yoga and mindfulness with teachers.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"156 - 170"},"PeriodicalIF":0.0,"publicationDate":"2014-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.920135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327354","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 impact of mindfulness education on elementary school students: evaluation of the Master Mind program","authors":"Alison E. Parker, J. Kupersmidt, E. Mathis, T. Scull, C. Sims","doi":"10.1080/1754730X.2014.916497","DOIUrl":"https://doi.org/10.1080/1754730X.2014.916497","url":null,"abstract":"Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children's self-regulatory abilities. Thus, the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education, substance abuse prevention program for fourth- and fifth-grade children (Master Mind). Two elementary schools were randomly assigned to be an intervention group (n = 71) or wait-list control group (n = 40). Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers. At pre- and postintervention time points, students completed self-reports of their intentions to use substances and an executive functioning performance task. Teachers rated students on their behavior in the classroom. Findings revealed that students who participated in the Master Mind program, as compared to those in the wait-list control condition, showed significant improvements in executive functioning skills (girls and boys), as well as a marginally significant increase in self-control abilities (boys only). In addition, significant reductions were found in aggression and social problems (girls and boys), as well as anxiety (girls only). No significant differences across groups were found for intentions to use alcohol or tobacco. Teachers implemented the program with fidelity; both teachers and students positively rated the structure and content of the Master Mind program, providing evidence of program satisfaction and feasibility. Although generalization may be limited by the small sample size, the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities, which is important for substance abuse prevention.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"184 - 204"},"PeriodicalIF":0.0,"publicationDate":"2014-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.916497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327545","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":"Special issue on yoga and mindfulness interventions in schools","authors":"Bradley H. Smith, T. Mendelson","doi":"10.1080/1754730X.2014.920131","DOIUrl":"https://doi.org/10.1080/1754730X.2014.920131","url":null,"abstract":"Yoga is going through a transformational period in the USA. A few decades ago, yoga was a relatively obscure activity. However, yoga is growing in popularity and becoming a mainstream health and fitness activity. According to the National Health Interview Survey (NHIS), in 2007 yoga was the sixth most popular ‘complementary or alternative’ health activity following nonvitamin, nonmineral, natural products (17.7% of the US population), deep breathing exercises (12.7%), meditation (9.4%), chiropractic or osteopathic manipulation (8.6%), and massage (8.3%). The 2007 NHIS estimated that 6.1% (13 million) Americans participated in yoga (Barnes & Bloom, 2008). This is an increase from 5.1% of Americans practicing yoga in 2002 and 3.7% in 1997. Of the yoga practitioners in the 2007 survey, about 1.5 million were children. Although it appears that interest in yoga for children is growing exponentially, scientists cannot tell you with any certainty what it is or what it does. There is a lack of coherence and quality control in the promulgation of putative benefits of yoga for youth. One influential author noted that yoga is at a crossroads between science and pseudoscience – between pursuing truth and pursuing dogma unconstrained by facts or theory (Broad, 2012). We are concerned that pseudoscientific approaches to yoga for children may eclipse evidence-based yoga interventions for children, which require time and resources to study with rigor. A systematic review of published peer-reviewed research literature from 1997 to 2008 with participants aged 0–21 found only 34 studies (Birdee et al., 2009). This is dwarfed by comparison with 138 million internet search engine hits for ‘yoga and children.’ Careful examination of the studies from the internet search revealed that a large number of studies (over 100) did not support the efficacy of yoga for children. Some of the errors were mismatches with the population. Many of these studies have serious methodological limitations, such as lack of validated measures, non-randomized designs, and inclusion of activities that are not clearly yoga. Thus, readers need to be very careful in selecting sources to cite in support of yoga or mindfulness for children (Greenberg & Harris, 2012). The purpose of this special issue is to promote better science with regard to the potential for yoga to promote school mental health. Moreover, we want to highlight the development of approaches to yoga that will actually be used in schools. In addition to the methodological limitations of the published studies, there has been very little attention to the acceptability and feasibility of school-based yoga (Serwacki & Cooke-Cottone, 2012). Thus, as a first step in promoting school-based yoga research, this special section presents unique information about acceptability and feasibility of school-based yoga that should help to improve future research on this topic. Smith, Connington, McQuillin, and Biearman (2014) make unique contributio","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"137 - 139"},"PeriodicalIF":0.0,"publicationDate":"2014-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.920131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327661","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":"Feasibility of implementing the Adolescent Community Reinforcement Approach in school settings for adolescents with substance use disorders","authors":"B. Hunter, M. Godley, S. Godley","doi":"10.1080/1754730X.2014.888224","DOIUrl":"https://doi.org/10.1080/1754730X.2014.888224","url":null,"abstract":"Nationally, approximately 10% of adolescents in need of treatment for a substance use (SU) disorder receive treatment. School-based treatment may provide an important opportunity to reduce the treatment gap by facilitating access to services. While some school-based SU treatment exists, little is known about whether newer, evidence-based treatments (e.g. Adolescent Community Reinforcement Approach [A-CRA]) can be well implemented in schools. The objectives of this study were to compare adolescents receiving A-CRA services in school-based versus clinic-based settings in regard to (1) intake characteristics, (2) treatment implementation quality, and (3) clinical outcomes. Results suggest that A-CRA in school-based settings was more likely to reach girls and youth with shorter SU histories; A-CRA was well implemented within school-based settings and the school-based group had equivalent or better outcomes than the clinic-based group.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"105 - 122"},"PeriodicalIF":0.0,"publicationDate":"2014-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.888224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327612","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":"Measuring the impact of substance abuse on student academic achievement and academic growth","authors":"M. J. Rattermann","doi":"10.1080/1754730X.2014.888225","DOIUrl":"https://doi.org/10.1080/1754730X.2014.888225","url":null,"abstract":"This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs – Short Screener and the Northwest Evaluation Association Measures of Academic Progress were administered, and paired observations (Testing 1 (T1) vs. Testing 2 (T2)) were categorized based on information from the Global Appraisal of Individual Needs – Short Screen, as increased, decreased, or no change in substance disorder. Results confirm the impact of substance disorder on academic growth, with T1–T2 pairings in which substance disorder increased resulting in a decrease in academic growth, and T1–T2 pairings in which substance disorder decreased resulting in an increase in academic growth. The impact of no change in substance disorder from T1 to T2 varied by the time frame of the substance use, either in the past month or in the past year.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"123 - 135"},"PeriodicalIF":0.0,"publicationDate":"2014-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2014.888225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327242","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":"Three-year longitudinal study of school behavior and academic outcomes: results from a comprehensive expanded school mental health program","authors":"B. Daly, M. Sander, Elizabeth G. Nicholls, Amanuel Medhanie, Eric Vanden Berk, James Johnson","doi":"10.1080/1754730X.2013.867712","DOIUrl":"https://doi.org/10.1080/1754730X.2013.867712","url":null,"abstract":"While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions and attendance rates), and academic outcomes (standardized test scores in reading and math). Participants were 89 students from Kindergarten to 8th grade who received ESMH services and 89 students from a matched comparison group. Results revealed that ESMH services (i.e., treatment) did not have a statistically significant association with any of the school behavior or academic outcome variables. Findings are discussed in the context of theoretical and methodological challenges associated with program evaluations of ESMH. Implications for practitioners and researchers regarding program evaluation and response to stakeholders are addressed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"24 - 41"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.867712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327049","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":"Improving the impact of school-based mental health and other supportive programs on students' academic outcomes: how do we get there from here?","authors":"M. Pullmann, B. Daly, M. Sander, E. Bruns","doi":"10.1080/1754730X.2013.867713","DOIUrl":"https://doi.org/10.1080/1754730X.2013.867713","url":null,"abstract":"This is the second issue in a two-part special series on evaluating the educational and academic impact of school-based programs that provide non-academic types of support, including mental health, mentoring, and family support. The papers in this series detail challenges and provide insights and practical applications based on theory and empirical research to make strong contributions toward developing, evaluating, and improving academic outcomes. Papers include a comprehensive literature review of randomized controlled studies of mental health treatments that included academic outcomes; a matched comparison group evaluation of an expanded school mental health program; a description of a qualitative process of developing a brief, modularized school-based mental health intervention partially designed to focus on academic outcomes; and a randomized study comparing academic outcomes between students who received one session of motivational interviewing to students who received two sessions paired with weekly graphical feedback on their grade point average.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.867713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327112","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 review of educational outcomes in the children's mental health treatment literature","authors":"Kimberly D. Becker, N. Brandt, S. Stephan, B. Chorpita","doi":"10.1080/1754730X.2013.851980","DOIUrl":"https://doi.org/10.1080/1754730X.2013.851980","url":null,"abstract":"We examined the measurement of educational outcomes related to children's mental health treatments. A total of 85 papers describing 88 randomized controlled trials that included at least one educational outcome and one mental health outcome were included in these analyses. Forty-five different measures were identified as the primary educational outcome of interest in these studies. Educational measures reflected academic achievement (64.2%), academic and behavioural skills (20.1%), attendance (11.2%), quality of the learning environment (3.4%) and academic self-efficacy (1.1%). Positive educational outcomes were demonstrated by treatments delivered in school and non-school settings. There was a significant association between improvement on educational and mental health outcomes. Within the literature of children's mental health treatments, few studies (14.86%) measure educational outcomes. Of those that do, there is significant diversity in measurement methods. Nevertheless, these results offer promise that mental health treatments can succeed in improving both mental health symptoms and educational performance.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"23 - 5"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.851980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60327069","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":"Dosage effects of motivational interviewing on middle-school students' academic performance: randomized evaluation of one versus two sessions","authors":"John D. Terry, G. Strait, Samuel D McQuillin, Bradley H. Smith","doi":"10.1080/1754730X.2013.851995","DOIUrl":"https://doi.org/10.1080/1754730X.2013.851995","url":null,"abstract":"Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., & Malone, P. (2012). A randomized trial of motivational interviewing to improve middle school students' academic performance. Journal of Community Psychology, 40, 1032–1039; Terry, J., Strait, G., Smith, B., & McQuillin, S. (2013). Motivational interviewing to improve middle school students' academic performance: A replication study. Journal of Community Psychology, 41, 902–909]. This study examines dosage effects of MI by randomly assigning 42 middle-school students to either one or two sessions of MI (n = 21 per group). Significant dosage effects were found for math, science and history grades, with effect sizes of 0.55, 0.58 and 0.47, respectively. Considering that math effects were 0.47 and 0.37 in the prior studies, and math was the only significant change produced by one session of MI, these results strongly suggest that two sessions of MI are superior to one. Future studies should replicate these findings and explore if even higher doses produce stronger effects.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"62 - 74"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.851995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326778","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}