Advances in school mental health promotion最新文献_第8页

Taking evidence-based practices to school: using expert opinion to develop a brief, evidence-informed school-based mental health intervention 将循证实践带到学校:利用专家意见制定一个简短的、循证的基于学校的心理健康干预措施

Advances in school mental health promotion Pub Date : 2014-01-02 DOI: 10.1080/1754730X.2013.857903

Aaron R. Lyon, E. Bruns, Ericka S. Weathers, Nick Canavas, Kristy A. Ludwig, A. Vander Stoep, D. Cheney, E. McCauley

{"title":"Taking evidence-based practices to school: using expert opinion to develop a brief, evidence-informed school-based mental health intervention","authors":"Aaron R. Lyon, E. Bruns, Ericka S. Weathers, Nick Canavas, Kristy A. Ludwig, A. Vander Stoep, D. Cheney, E. McCauley","doi":"10.1080/1754730X.2013.857903","DOIUrl":"https://doi.org/10.1080/1754730X.2013.857903","url":null,"abstract":"School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents initial studies to inform the development of a brief, evidence-based, flexible mental health intervention that fits the school context while maintaining clear structure. Results from two qualitative research studies – key informant interviews with school mental health experts and a nominal group decision-making process with stakeholders – are presented, both of which were aimed at informing intervention development and testing assumptions about how best to design an effective, context-specific mental health intervention that can be flexibly applied in educational settings. An explicit focus on educational outcomes within the context of mental health service delivery was identified as a key component of this integration. The paper concludes with a discussion of how this research has influenced the ongoing development of the intervention protocol, exemplifying a collaborative and iterative approach to developing school-based programmes.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 1","pages":"42 - 61"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.857903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326952","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}

引用次数: 22

Feasibility and impact of implementing motivational enhancement therapy-cognitive behavioral therapy as a substance use treatment intervention in school-based settings. 动机增强疗法-认知行为疗法在校本环境中作为药物使用治疗干预的可行性和影响。

Advances in school mental health promotion Pub Date : 2014-01-01 Epub Date: 2014-03-05 DOI: 10.1080/1754730x.2014.888223

Vinetha Belur, Michael L Dennis, Melissa L Ives, Robert Vincent, Randolph Muck

引用次数: 13

The need and opportunity to expand substance use disorder treatment in school-based settings. 扩大校内药物使用障碍治疗的必要性和机遇。

Advances in school mental health promotion Pub Date : 2014-01-01 Epub Date: 2013-10-16 DOI: 10.1080/1754730x.2014.888221

Michael L Dennis, H Westley Clark, Larke N Huang

引用次数: 0

An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth. 对非专业服务提供者使用动机访谈法提高城市青少年学习成绩的培训进行评估。

Advances in school mental health promotion Pub Date : 2014-01-01 DOI: 10.1080/1754730X.2014.949062

Patricia Simon, Nadia L Ward

{"title":"An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth.","authors":"Patricia Simon, Nadia L Ward","doi":"10.1080/1754730X.2014.949062","DOIUrl":"10.1080/1754730X.2014.949062","url":null,"abstract":"<p><p>This study examined training outcomes for lay service providers who participated in a Motivational Interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban low-income and minority youth. Seventeen lay academic advisors received 16 hours of training in MI. Two, two-hour booster sessions plus five, two- hour weekly group supervision sessions were conducted with lay advisors over a period of seven months. One-hundred percent of lay advisors (n =17) participated in all training, booster sessions and assessments. Seventy-one percent of lay advisors (n=12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay service providers; increased proficiency in responding to simulated clients in an MI consistent style; increased use of MI adherent behaviors in sessions with real clients and maintenance of high motivation to use MI from pretest to posttest. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, Implications for using MI in the context of school-based settings is discussed.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"7 4","pages":"255-270"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4561511/pdf/nihms711437.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34059446","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}

引用次数: 0

Editor's Note 编者按

Advances in school mental health promotion Pub Date : 2013-10-01 DOI: 10.1080/1754730x.2013.835541

M. Weist

引用次数: 0

From distal to proximal: Routine educational data monitoring in school-based mental health. 从远端到近端：校本心理健康的常规教育数据监测。

Advances in school mental health promotion Pub Date : 2013-10-01 DOI: 10.1080/1754730X.2013.832008

Aaron R Lyon, Cameo Borntrager, Brad Nakamura, Charmaine Higa-McMillan

引用次数: 0

Does cognitive behavioural therapy in the context of a rural school mental health programme have an impact on academic outcomes? 农村学校心理健康项目背景下的认知行为疗法对学业成绩有影响吗?

Advances in school mental health promotion Pub Date : 2013-09-17 DOI: 10.1080/1754730X.2013.832006

K. Michael, Abby E. Albright, J. Jameson, Rafaella Sale, C. Massey, Alex Kirk, Theresa E. Egan

{"title":"Does cognitive behavioural therapy in the context of a rural school mental health programme have an impact on academic outcomes?","authors":"K. Michael, Abby E. Albright, J. Jameson, Rafaella Sale, C. Massey, Alex Kirk, Theresa E. Egan","doi":"10.1080/1754730X.2013.832006","DOIUrl":"https://doi.org/10.1080/1754730X.2013.832006","url":null,"abstract":"Given the prevalence of mental health difficulties among children and adolescents, schools have become a suitable context for providing psychological services to those who may otherwise go untreated. The co-occurrence of mental health impairments and academic problems has been widely cited, and many school mental health (SMH) programmes have begun to assess academic variables in treatment outcome. The current study evaluated a rural SMH programme's success at treating symptoms of psychological distress among high school participants and the potential association with participants' attendance, grade point averages (GPAs) and discipline referrals. Participants were 58 high school students between 14 and 18 years old. Results indicate that non-manualized cognitive behavioural therapy administered for an average of 14.88 sessions was successful at treating mental health concerns, as measured by a self-report questionnaire collected several times throughout treatment. In addition, a large proportion of students demonstrated improvements or stability in attendance and discipline when comparing baseline and post-treatment data, though no differences emerged between the time points for the sample as a whole. Although the findings regarding academic outcomes were not impressive overall, individual outcomes varied widely, with slightly over half of the students recording higher GPAs than at baseline. Furthermore, the fact that stability rates across the variables were reasonably high might suggest that we consider widening the definition of success to include protection from decline, reserving expectations for improvement only for those who present with difficulties in that particular academic outcome. The findings documented here illustrate the need for more nuanced approaches to understanding the relationship between intervention and academic performance.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"247 - 262"},"PeriodicalIF":0.0,"publicationDate":"2013-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.832006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326313","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}

引用次数: 22

Innovation in school-based mentoring: matching the context, structure and goals of mentoring with evidence-based practices 校本指导的创新:将指导的背景、结构和目标与循证实践相匹配

Advances in school mental health promotion Pub Date : 2013-09-17 DOI: 10.1080/1754730X.2013.832009

Samuel D McQuillin, John D. Terry, Gerald G. Strait, Bradley H. Smith

{"title":"Innovation in school-based mentoring: matching the context, structure and goals of mentoring with evidence-based practices","authors":"Samuel D McQuillin, John D. Terry, Gerald G. Strait, Bradley H. Smith","doi":"10.1080/1754730X.2013.832009","DOIUrl":"https://doi.org/10.1080/1754730X.2013.832009","url":null,"abstract":"Youth mentoring is a popular and well-respected volunteer activity in the USA. Although there is support for the efficacy and cost-effectiveness of community-based mentoring (CBM), the research on school-based mentoring (SBM) – the most popular form of youth mentoring – is mixed. Most of the SBM studies find inconsistent or small effects. The reason for the difference in the success of CBM and SBM may be the unique context, structures and goals of SBM relative to CBM. In an effort to guide SBM programmes towards larger and more consistent positive results, the authors review context-specific considerations of providing mentoring in schools. We present several evidence-based practices that are compatible with SBM and should strengthen the effects of this popular intervention. To illustrate the importance of these considerations, we provide a case example of redeveloping a failed SBM programme into a promising programme by reviewing two iterative randomized evaluations. Finally, we encourage school-based mental health experts' involvement in the redevelopment of SBM.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"199 1","pages":"280 - 294"},"PeriodicalIF":0.0,"publicationDate":"2013-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.832009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326343","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}

引用次数: 21

Academic outcomes of an elementary school-based family support programme 以小学为本的家庭支援计划的学业成果

Advances in school mental health promotion Pub Date : 2013-09-17 DOI: 10.1080/1754730X.2013.832007

M. Pullmann, Ericka S. Weathers, Spencer Hensley, E. Bruns

引用次数: 6

Improving the evaluation and impact of mental health and other supportive school-based programmes on students' academic outcomes 改进心理健康和其他支持性校本方案对学生学业成绩的评价和影响

Advances in school mental health promotion Pub Date : 2013-09-17 DOI: 10.1080/1754730X.2013.835543

M. Pullmann, E. Bruns, B. Daly, M. Sander

{"title":"Improving the evaluation and impact of mental health and other supportive school-based programmes on students' academic outcomes","authors":"M. Pullmann, E. Bruns, B. Daly, M. Sander","doi":"10.1080/1754730X.2013.835543","DOIUrl":"https://doi.org/10.1080/1754730X.2013.835543","url":null,"abstract":"Schools are under increased pressure to demonstrate that all programming promotes student academic achievement. As a result, school-based programmes originally designed to address non-academic issues are now being asked to demonstrate the impact on academic outcomes. The current special issue is the first of two that will examine the association between school-based non-academic services (such as school mental health, family support and mentoring) and students' academic success. These papers provide empirical tests of three programmes and commentary on theoretically and empirically based recommendations for improvement. The final paper provides evidence for the effectiveness of one approach. As these articles highlight, tying the activities of these supportive programmes more closely to academic outcomes, setting clear academic goals, monitoring academic progress and providing feedback to practitioners about progress towards these goals may help increase the probability of non-academic programmes positively impacting academic outcomes.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"226 - 230"},"PeriodicalIF":0.0,"publicationDate":"2013-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.835543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326860","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}

引用次数: 25