186. The Role of School Nurses in Addressing Student Mental Health in Texas Alternative High Schools

2020 ◽  
Vol 66 (2) ◽  
pp. S94-S95
Author(s):  
Ashwini R. Hoskote ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
High Schools ◽  
School Nurses ◽  
Alternative High Schools ◽  
Student Mental Health

scholarly journals The role of accommodation environments in student mental health and wellbeing

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joanne D. Worsley ◽  
Paula Harrison ◽  
Rhiannon Corcoran
Keyword(s):  
Mental Health ◽  
First Year ◽  
Student Mental Health ◽  
North West ◽  
Human Element ◽  
Health And Wellbeing ◽  
Physical Attributes ◽  
Attachment To Place ◽  
Pastoral Staff

Abstract Background Due to the increasing concern over student mental health and wellbeing, attention has turned to the matter of creating environments, communities, and institutions which enable students to flourish. Methods To explore the role of accommodation environments in first year student mental health and wellbeing, eight focus groups were conducted in two universities in North West England and analysed using thematic analysis. Results Three overarching themes were identified: ‘The betwixt space’; ‘Accommodations as vessels to cultivate friendships and communities’; and ‘The importance of accommodation-based pastoral staff’. As attachment to place and relationships with significant others are disrupted by the transition, this leaves young people vulnerable whilst they go through a process to re-attach to new people and a new environment, and loneliness and social isolation were keenly felt during this period. Physical attributes of place that prevent social cohesion further exacerbated feelings of loneliness. Conclusions As it is common for students to withdraw physically and psychologically when they do not form friendships within their flat, accommodation-based pastoral staff have an important role to fulfil. Although these findings demonstrate the importance of the human element within accommodation, designing places that facilitate community, a sense of we-ness, and belonging is crucial.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.

Addressing Self-Injury in Schools, Part 1: Understanding Nonsuicidal Self-Injury and the Importance of Respectful Curiosity in Supporting Youth Who Engage in Self-Injury

2019 ◽  
Vol 35 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Elizabeth E. Lloyd-Richardson ◽  
Penelope Hasking ◽  
Stephen Lewis ◽  
Chloe Hamza ◽  
Margaret McAllister ◽  
...  
Keyword(s):  
Mental Health ◽  
School Nurses ◽  
School Nursing ◽  
Mental Health Needs ◽  
Knowledge And Attitudes ◽  
Brief Assessment ◽  
Self Injury ◽  
And Training ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the first of two parts, this article provides school nurses with a better understanding of NSSI and the distinctions between NSSI and suicidal behaviors, discusses the role of nurses’ knowledge and attitudes on their ability to care for their patients’ mental health needs, and discusses approaches for developing a respectful, empathic manner for working with and supporting youth who engage in self-injury. Part 2 will offer a strategy for brief assessment of NSSI and reflect on two case studies and their implications for school nursing practice.

scholarly journals The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools

2018 ◽  
Vol 35 (6) ◽  
pp. 422-433
Author(s):  
Jill Haak Bohnenkamp ◽  
Sharon A. Hoover ◽  
Elizabeth Halsted Connors ◽  
Lawrence Wissow ◽  
Nichole Bobo ◽  
...  
Keyword(s):  
Mental Health ◽  
School Health ◽  
School Nurses ◽  
Training Intervention ◽  
Mental Health Training ◽  
Health Providers ◽  
Health Training ◽  
Student Mental Health ◽  
Service Training ◽  
Development Processes

School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.

scholarly journals Mapping the Role of Instructors in Canadian Post-Secondary Student Mental Health Support Systems

2021 ◽  
Author(s):  
Maria Lucia DiPlacito-DeRango
Keyword(s):  
Mental Health ◽  
Support Systems ◽  
Secondary Student ◽  
Student Mental Health ◽  
Post Secondary ◽  
College And University ◽  
University Support ◽  
Mental Health Support ◽  
Health Support

AbstractUsing Recognize, Render, and Redirect (RRR) (Di Placito-De Rango, International Journal of Mental Health and Addiction 16:284–290, 2018) as a framing organizational model, this study engaged in online document analysis to (a) locate the instructor’s position within student mental health support frameworks across Canadian colleges and universities, and (b) understand how their role is exactly defined and described. The role of instructors within student mental health support systems was detailed in 20 Canadian post-secondary institutions. Strategies to recognize, render, and redirect students were observed in most frameworks. For example, 45% of college and university support frameworks featured instructors engaging in compassionate narrative exchanges with students, which included instructors listening to student narratives with concern, no judgement, anti-discriminatory demeanor, and minimal interruption. Post-secondary institutions are urged to continue clearly defining and updating the role of instructors in post-secondary student mental health support frameworks.

Innovative Work Behavior of Middle School Faculty and Staff Related to Student Mental Health

2019 ◽  
Vol 36 (6) ◽  
pp. 442-450
Author(s):  
Kasey Jordan ◽  
Lorraine Mion ◽  
Melanie Lutenbacher ◽  
Mary Dietrich ◽  
Velma Murry
Keyword(s):  
Mental Health ◽  
Middle School ◽  
School Nurses ◽  
Work Behavior ◽  
Student Mental Health ◽  
Innovative Work Behavior ◽  
School Faculty ◽  
Innovative Work ◽  
Faculty And Staff ◽  
K 12

School nurses may find increased capacity to respond to student mental health needs by understanding and capitalizing on the innovative work behavior (IWB) of faculty and staff. The purpose of this study was to describe IWB related to student mental health among middle school faculty and staff as well as to determine the influence of selected individual characteristics, school characteristics, and behavioral health indicators on IWB related to student mental health. Multimethods of data collection were used including surveys, interviews, and publicly available school data. Data were described and relationships examined via correlational and multiple linear regression analysis and hierarchical linear modeling. The median IWB score was 41 (range 0–84) for faculty and staff participants. An increase in number of years worked in the K–12 environment was associated with less IWB related to student mental health. School nurses who explore IWB by faculty and staff may find opportunities to collaborate and improve student health outcomes.

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