Advances in school mental health promotion最新文献

{"title":"The Motivational Interviewing Navigation Guide: a process for enhancing teachers' motivation to adopt and implement school-based interventions","authors":"A. Frey, Jon Lee, J. Small, J. Seeley, H. Walker, Edward G. Feil","doi":"10.1080/1754730X.2013.804334","DOIUrl":"https://doi.org/10.1080/1754730X.2013.804334","url":null,"abstract":"There is a critical need to engage theory-driven research related to the deployment of mental health promotion initiatives and student outcomes. A growing body of research supporting the use of motivational interviewing and engagement strategies in education suggests that this approach may be promising to better understand mechanisms through which coaches, mentors or consultants influence the change in behaviour and improve the implementation of effective practices. Motivational interviewing is a specific approach to engagement that works to raise motivation for fostering change, and may also serve as a useful approach for maximizing teachers' roles within school-based mental health promotion efforts. In this article, we describe the Motivational Interviewing Navigation Guide (MING), which consists of a five-step process to motivate teachers to implement critical features of an intervention with fidelity. In addition, the potential barriers to implement the MING approach, as well as recommendations for future research were discussed.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"158 - 173"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.804334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326100","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":"What do we know about school mental health promotion programmes for children and youth?","authors":"L. O'mara, Candace Lind","doi":"10.1080/1754730X.2013.811952","DOIUrl":"https://doi.org/10.1080/1754730X.2013.811952","url":null,"abstract":"There are numerous studies of school mental health promotion and primary prevention and many reviews of these studies; however, no clear consensus statement has emerged regarding school mental health promotion other than that child mental health is an important area that should be addressed in schools. This integrative review seeks to address this gap. How should mental health promotion be addressed in schools and what approaches work best? Using an integrative review approach, two authors searched 11 selected databases, and hand searched an additional 15 promising journals to answer the question: ‘What is the state of school-based mental health promotion literature reviews published in selected databases in the English language from 1998 to 2010?’Findings suggest a whole school approach focusing on mental health promotion rather than on mental illness prevention is effective in promoting child and youth mental health. However, study populations are limited and many studies either lack clarity regarding who implemented interventions, lack theoretical foundations, process evaluations or youth viewpoints.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"203 - 224"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.811952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326231","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":"Looking back and ahead for Advances in School Mental Health Promotion","authors":"Michael Murray, Heather L. McDaniel, M. Weist","doi":"10.1080/1754730X.2013.819260","DOIUrl":"https://doi.org/10.1080/1754730X.2013.819260","url":null,"abstract":"This is the second to last issue of Advances in School Mental Health Promotion (ASMHP) for 2013, and as of 2014, lead Editor, Mark Weist will be stepping down (but will remain on the editorial board), and Deputy Editor, Sharon Stephan, will take over editorship of the journal. With Michael Murray continuing as Consulting Editor, we expect that the journal, under Sharon’s leadership, and with the support of the Taylor & Francis Publishing Group, will continue to flourish. With this transition, we thought we would take a moment to review some relevant history on the development of the journal, with particular emphasis on the critical role of the Clifford Beers Foundation, while also looking ahead for the broader mental health promotion field. The Clifford Beers Foundation was established in 1996 as the original UK charity devoted to the promotion of mental health. The Foundation initially began when a group of mental health professionals focused on resettling unnecessarily institutionalized patients back into the community. Through these efforts, several hundred patients were resettled into more appropriate community accommodation whilst still being cared for by trained psychiatric nurses. Although these endeavours were critical to improving services, the work was still operating within a hospital environment that retained a focus on institutionalizing individuals with mental health problems. Consequently, further efforts were made to explore avenues to prevent people from coming back to the hospital via a ‘revolving door syndrome’ and further initiatives were set up to promote community developments in mental health promotion and prevention. With this in mind, a mental health promotion unit was commissioned and it was, interestingly, funded from within the psychiatric hospital. The Foundation has since developed a range of mental health initiatives and collaborative ventures with colleagues throughout the world and this on-going programme has encouraged others to follow and join in projects of mutual interest. With these initiatives, the Foundation collaborated with colleagues and like-minded organizations throughout the world and this led to the provision of consultancy advice and training links in Africa, the Americas, Oceania and Asia as well as in a range of European countries. The Foundation continues to establish further international links and in doing so is following in the footsteps of Clifford Whittingham Beers, the American humanitarian, who contributed much to the study and advancement of the mental hygiene movement worldwide. Beers, who was institutionalized due to mental health problems subsequently wrote an instrumental autobiography (i.e. Beers, 1908), which heightened public awareness about poor levels of treatment and care of individuals with mental illness and acted as a catalyst for the foundation of the first organizations committed to the mental hygiene movement. With much still to be done, the Foundation continues to build o","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"155 - 157"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.819260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326291","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 nurses' perceived prevalence and competence to address student mental health problems","authors":"S. Stephan, E. Connors","doi":"10.1080/1754730X.2013.808889","DOIUrl":"https://doi.org/10.1080/1754730X.2013.808889","url":null,"abstract":"Due to under-identification of student mental health problems and limited specialty mental health providers in schools, school nurses are often faced with identifying and addressing student mental health needs. This exploratory study assessed prevalence and types of student mental health problems encountered by school nurses, as well as their prior training, perceived competence and levels of comfort addressing such problems. Data collected at a 2010 National Association of School Nurses conference from 78 school nurses suggest that in their view, 31% of students present with mental health concerns as their ‘primary’ presenting issue. School nurses reported moderate levels of comfort identifying specific problem areas, but limited comfort in mental health intervention and pre-service training to identify, assess, make referrals and/or intervene. Perceived competence identifying mental health concerns overall was predictive of perceived competence to make referrals. Implications and recommendations for professional development are presented.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"4 1","pages":"174 - 188"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.808889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326548","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":"An evaluation of an interdisciplinary rural school mental health programme in Appalachia","authors":"Abby E. Albright, K. Michael, C. Massey, Rafaella Sale, Alex Kirk, Theresa E. Egan","doi":"10.1080/1754730X.2013.808890","DOIUrl":"https://doi.org/10.1080/1754730X.2013.808890","url":null,"abstract":"School mental health (SMH) programmes serve as a necessary niche within rural communities and aim to bring accessible care to youth who may otherwise go without mental health services. The following study evaluated the impact of mental health treatment provided by the Assessment, Support, and Counseling (ASC) Center, an SMH health initiative located within a high school in rural western North Carolina during the 2011–2012 school year. Participants were high school students between 14 and 18 years of age, predominately Caucasian (91.3%) and female (65.5%). Treatment was evaluated based on score change on the Youth Outcome Questionnaire using the reliable change index (RCI; Jacobson & Truax, 1991) to track changes in symptomatology. Following ASC Center treatment, 63% of the clinical sample was deemed to have improved or recovered based on the RCI. While the study did not use an experimental design (with associated cautions regarding interpretation of findings), the results suggest that a moderate dosage of cognitive-behavioural therapy provided to adolescents in the context of a rural SMH programme is associated with reliable change for the majority of youth who take part in the treatment.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"189 - 202"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.808890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326603","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":"Exploring best practice teaming strategies among school-based teams: implications for school mental health practice and research","authors":"Aidyn L Iachini, D. Anderson-Butcher, Elizabeth A. Mellin","doi":"10.1080/1754730X.2013.784618","DOIUrl":"https://doi.org/10.1080/1754730X.2013.784618","url":null,"abstract":"School-based teams are central to referrals, problem solving and decision-making in school mental health (SMH). Although the use of teams in SMH appears commonplace, research on these teams, however, is much more limited in scope. Using best practice teaming principles as a conceptual framework, this exploratory study examined the purpose, structure and function of 41 school-based service-delivery teams from 19 schools. Descriptive analyses revealed wide variations in teaming practices. Challenges related to youth and family members being involved in teams, as well as varied team leadership, were noted. In addition, teams discussed numerous topics as part of meetings. The discussion of data, however, was a topic that a limited number of teams discussed. Implications for SMH practice and research are offered.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"65 1","pages":"139 - 154"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.784618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325882","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 International Emphasis of Advances in School Mental Health Promotion","authors":"M. Weist, Heather L. McDaniel","doi":"10.1080/1754730X.2013.790652","DOIUrl":"https://doi.org/10.1080/1754730X.2013.790652","url":null,"abstract":"In the coming July, 2013 issue, we will document relevant history of the journal and its position within broader global mental health and school mental health promotion movements. Here, we briefly review the international emphasis of the journal. From its inception in 2007, the goal was for the journal to reflect and play a role in global efforts to advance schoolmental health and to ideally enhance collaborations among scholars, policymakers and practitioner leaders in this rapidly emerging field (Weist & Murray, 2007). To gauge how the journal has done in relation to this goal, we recently organized data on submissions by country for each year of the journal, as presented in Table 1. As shown in Table 1, in all the seven years of the journal’s existence, from 2007 to 2013, articles were published from more than one country, with most years having articles published from five or more countries. Thus far, manuscripts have been published from contributors in 16 different countries, with the most frequent contributors being from Australia, Canada, England and the USA. The fact that these countries are leading contributors to the journal is not surprising since in all of them school mental health movements are strong (from our vantage point). We believe that the international emphasis of Advances is a clear strength, but only a beginning. In future years, we hope to enhance the breadth of international contributions to the journal, especially from developing nations, and to highlight cross-country collaborations helping to advance the field. We are pleased that this issue includes articles from four countries. First, Stan Kutcher and colleagues from Dalhousie University in Nova Scotia, Canada, report on an effort to promote teacher’s mental health literacy through teacher training on the implementation of a high school mental health literacy curriculum. Although teachers are key stakeholders in school mental health services, they often report a lack of knowledge about mental health. Furthermore, the transition into high school may be a critical time to implement a mental health literacy curriculum for students. This research shows promise in increasing teacher’s knowledge of students’ mental health problems and discusses the implementation of a mental health literacy programme into high school curriculum at a critical developmental period. Next, Sarah Anticich of the University of Queensland in Australia and colleagues present the first effectiveness study of the Fun FRIENDS programme, a universal preventive intervention that is delivered by teachers for early childhood anxiety and the promotion of resilience. Because children with anxiety disorders often do not receive needed intervention, the shift to prevention may assist in overall health promotion and long-term resilience for all children. The authors provide compelling insight into the prevention of one of the most common, yet often overlooked mental health problems of childhood.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"81 - 82"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.790652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60325970","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":"Enhancing the mental health promotion component of a health and personal development programme in Irish schools.","authors":"Carol Fitzpatrick, Andrea Conlon, Deirdre Cleary, Mike Power, Frances King, Suzanne Guerin","doi":"10.1080/1754730X.2013.784617","DOIUrl":"10.1080/1754730X.2013.784617","url":null,"abstract":"<p><p>This study set out to examine the impact of a health and personal development programme (the Social, Personal and Health Education Programme) which had been 'enhanced' by the addition of a mental health promotion component. Students aged 12-16 years attending 17 secondary schools were randomly allocated as clusters to participate in either the standard programme (SP) or the enhanced programme (EP). Both programmes were delivered over an eight-month period. Questionnaires assessing help-seeking, emotional and behavioural difficulties and students' views of school social environment were completed by students in both groups at pre-intervention, post-intervention and at six-month follow-up. One thousand and seventy-two students participated. Analyses were carried out on the 782 students (72.9%) for whom data were available at all three time points. Both groups showed improvement over time in terms of emotional and behavioural difficulties, with male students identified as 'at risk' in the EP showing significantly greater improvements than males 'at risk' in the SP. Although there were few differences in outcomes between the groups, males identified as 'at risk' appeared to benefit selectively from the EP.</p>","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 2","pages":"122-138"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3664908/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31475103","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":"Educator mental health literacy: a programme evaluation of the teacher training education on the mental health & high school curriculum guide","authors":"S. Kutcher, Yifeng Wei, A. Mcluckie, L. Bullock","doi":"10.1080/1754730X.2013.784615","DOIUrl":"https://doi.org/10.1080/1754730X.2013.784615","url":null,"abstract":"Mental disorders make up close to one-third of the global burden of disease experienced during adolescence. Schools can play an important role in the promotion of positive mental health as well as an integral role in the pathways into mental health care for adolescents. In order for schools to effectively address the mental health problems of their students, educators must improve their mental health literacy. The current study examines the impact of an educator training programme designed to support educators in the delivery of a high school mental health curriculum within their classrooms, such as health class. Specifically, a paired-samples t test was used to examine the change in educators' knowledge and attitudes regarding mental health following their participation in this educator training. Eighty-three educators participated in the training, and survey data from 79 were included in the final analysis. Structured feedback on the training was obtained. Significant increases in both knowledge and attitudes scores were demonstrated. The training sessions were highly rated. Findings from this report demonstrate the potential value of mental health literacy training to improve the mental health knowledge and attitudes of educators. Improved educator knowledge and attitudes may be necessary in order for schools to provide effective mental health promotion and prevention programming.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"83 - 93"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.784615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326133","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 prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial","authors":"Sarah A. J. Anticich, P. Barrett, W. Silverman, Philippe Lacherez, R. Gillies","doi":"10.1080/1754730X.2013.784616","DOIUrl":"https://doi.org/10.1080/1754730X.2013.784616","url":null,"abstract":"This study is the first to examine the effectiveness of the Fun FRIENDS programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N = 488) included children aged 4–7 years attending 1 of 14 Catholic Education schools in Brisbane, Australia. The schools were randomly allocated to one of three groups, the intervention, active comparison and waitlist control group. Parents completed standardized measures of anxiety and behavioural inhibition (BI), resilience, social and emotional functioning and behaviour difficulties in addition to parental stress and anxiety, at pre- and post- and 12-month follow-up. Teachers also completed a parallel measure of social and emotional strength at the three time points. Comparable results were obtained for the intervention and comparison groups; however, the intervention group (IG) achieved greater reductions in BI, child behavioural difficulties and improvements in social and emotional competence. In addition, significant improvements in parenting distress and parent–child interactions were found for the IG, with gains maintained at 12-month follow-up. Teacher reports revealed more significant improvement in social and emotional competence for the IG. Clinical implications of the findings are discussed, along with limitations and directions for future research.","PeriodicalId":89653,"journal":{"name":"Advances in school mental health promotion","volume":"6 1","pages":"121 - 93"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1754730X.2013.784616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60326217","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}