Effectiveness of School-Based Interventions on Mental Health Stigmatization

2018 ◽  
pp. 201-212
Author(s):  
Shu-Ping Chen ◽  
Elise Sargent ◽  
Heather Stuart
Keyword(s):  
Mental Health ◽  
School Based ◽  
School Based Interventions

'School behaviour difficulties, school based interventions, and inclusive education' - In Conversation with Dr. Alice Jones Bartoli

2021 ◽  
Keyword(s):  
Mental Health ◽  
Inclusive Education ◽  
School Life ◽  
Interdisciplinary Methods ◽  
School Based ◽  
School Based Interventions

In this podcast with Dr. Alice Jones Bartoli is on school behaviour difficulties, school based interventions and inclusive education. Alice’s work uses interdisciplinary methods to focus largely on school behaviour and mental health across a child's school life.

Practitioner Review: School-based interventions in child mental health

2016 ◽  
Vol 57 (12) ◽  
pp. 1337-1359 ◽  
Author(s):  
Frank W. Paulus ◽  
Susanne Ohmann ◽  
Christian Popow
Keyword(s):  
Mental Health ◽  
Child Mental Health ◽  
School Based ◽  
School Based Interventions

School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale

2011 ◽  
Vol 23 (2) ◽  
pp. 411-421 ◽  
Author(s):  
Lawrence Aber ◽  
Joshua L. Brown ◽  
Stephanie M. Jones ◽  
Juliette Berg ◽  
Catalina Torrente
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Translational Research ◽  
Mental Health Problems ◽  
Health Problems ◽  
Prevention Strategies ◽  
School Based ◽  
School Based Interventions ◽  
Population Scale ◽  
Positive Impacts

AbstractChildren's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.

scholarly journals Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e022560 ◽  
Author(s):  
Karen Mackenzie ◽  
Christopher Williams
Keyword(s):  
Mental Health ◽  
Outcome Measure ◽  
Well Being ◽  
Study Quality ◽  
Methodological Issues ◽  
Positive Effects ◽  
School Based ◽  
School Based Interventions ◽  
The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

‘Creating mentally healthy schools’ – In conversation with Professor Jess Deighton

2021 ◽  
Keyword(s):  
Mental Health ◽  
School Based ◽  
Healthy Schools ◽  
School Based Interventions

We are honoured to spend some time talking to Professor Jess Deighton, about the role schools can play in young people's mental health, about school-based interventions, and some insights from her latest research.

scholarly journals School-based interventions for preventing substance use in indigenous children ages 7–13: a scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e034032
Author(s):  
Geoffrey Maina ◽  
Taryn Phaneuf ◽  
Megan Kennedy ◽  
Maeve Mclean ◽  
Ann Gakumo ◽  
...  
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Scoping Review ◽  
Research Question ◽  
Physical And Mental Health ◽  
Substance Use Prevention ◽  
School Based ◽  
Scoping Reviews ◽  
Indigenous Children ◽  
School Based Interventions

IntroductionThroughout the world, indigenous peoples share traumatic colonial experiences that have caused gross inequalities for them and continue to impact every aspect of their lives. The effect of intergenerational trauma and other health disparities have been remarkable for Indigenous children and adolescents, who are at a greater risk of adverse mental health and addiction outcomes compared with non-indigenous people of the same age. Most indigenous children are exposed to addictive substances at an early age, which often leads to early initiation of substance use and is associated with subsequent physical and mental health issues, poor social and relational functioning, and occupational and legal problems. The aim of this paper is to report the protocol for the scoping review of school-based interventions for substance use prevention in Indigenous children ages 7–13 living in Canada, the USA, Australia and New Zealand. This scoping review seeks to answer the following questions: (1) What is known about indigenous school-based interventions for preventing substance use and (2) What are the characteristics and outcomes of school-based interventions for preventing substance use?Methods and analysisThis scoping review will use steps described by Arksey and O’Malley and Levac: (1) identifying the research question(s); (2) identifying relevant studies; (3) selecting the studies; (4) charting the data; (5) collating, summarising and reporting the results and (6) consulting with experts. Our findings will be reported according to the guidelines set by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.Ethics and disseminationEthics review approval is not required for this project. Findings from this study will be presented to lay public, at scientific conferences and published in a peer-reviewed journal.

Dr. Maria Loades ‘COVID19 and social isolation, school-based interventions, and CBT’ – In Conversation

2020 ◽  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Social Isolation ◽  
School Based ◽  
School Based Interventions

Dr. Maria Loades discusses Covid19 and its implications for young people's mental health, the Rapid Systematic Review exploring the repercussions of the pandemic on social isolation and loneliness.

scholarly journals Schools health promotion among adolescents in Northern Nigeria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Smith ◽  
A Sarki ◽  
F Onukwugha ◽  
M Magadi
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Focus Group ◽  
Severe Depression ◽  
Northern Nigeria ◽  
Health Questionnaire ◽  
School Based ◽  
School Based Interventions ◽  
Severe Anxiety ◽  
Improve Health

Abstract Background Jigawa and Kano States, Northern Nigeria have some of the worst human development outcomes globally for adolescents across a wide range of health indicators. Our aim was to understand health awareness, beliefs, and behaviours of adolescents in school in Jigawa and Kano States, to inform prioritization and development of health promotion interventions in the region. Methods We carried out a cross-sectional survey followed by focus group discussions (FGDs) with adolescents aged 15 to 20 years from four schools in Jigawa and Kano States (July-August 2019). Adolescents (274 per school) were randomly selected stratified by class-year (SS1 and SS2); 64 participated in FGDs (8 groups of 8). Trained researchers administered a questionnaire face-to-face via smart phones. Topics included: mental health; tobacco use; substance misuse; violence and unintentional injury; physical and dietary behaviours; and hygiene. FGDs investigated topics in greater depth. Here we report prevalence and predictors of mental health calculated from survey responses, and thematic analysis of interview findings. Results One thousand and seventy-nine students completed the survey (98%);∼50% girls. Preliminary analysis showed prevalence of moderate-severe anxiety was higher in girls than boys (6.8% girls, 0.8% boys, p < 0.001); and moderate-severe depression (10.3% girls, 0.5% boys, p < 0.001). Up to 50% boys and girls experienced violence or abuse in school, and 16% used a prescription drug without a prescription in past 30 days. Multivariable logistic regression showed female gender (aOR =4.0, 95% CI; 2.7,6.0); 30-day off-prescription drug use - aOR=2.3 (1.5,3.8); and being hit or slapped by a teacher - aOR=1.7, (1.1, 2.6) were predictors of moderate to severe anxiety. Results were similar for moderate to severe depression. Qualitative findings supported and contextualized these results. Conclusions Results will inform school-based interventions to improve health of adolescents in the region. Key messages Administering a health questionnaire to gather health information of adolescents in school in Kano and Jigawa states, Nigeria was feasible. Health questionnaire and focus group data will be shared with school and community leaders to shape school-based interventions to improve health outcomes amongst adolescents.

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