P-866 - The whole school approach for enhancing childern's mental health in Pakistani schools

2012 ◽  
Vol 27 ◽  
pp. 1
Author(s):  
A.M. Khan
Keyword(s):  
Mental Health ◽  
Whole School ◽  
Whole School Approach

scholarly journals A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School

2018 ◽  
Vol 8 (4) ◽  
pp. 9 ◽  
Author(s):  
Wai Chun Cherry Au ◽  
Kerry John Kennedy
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Positive Psychology ◽  
Mental Health Problems ◽  
School Curriculum ◽  
Supporting Evidence ◽  
Positive Education ◽  
Whole School ◽  
Whole School Approach ◽  
Group Interviews

Students’ mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program’s effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program’s effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefitted from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students’ wellbeing by infusing essence from positive psychology to the school curriculum.

scholarly journals What do we know about promoting mental health through schools?

2005 ◽  
Vol 12 (3-4) ◽  
pp. 118-122 ◽  
Author(s):  
Katherine Weare ◽  
Wolfgang Markham
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Well Being ◽  
Risk Groups ◽  
Evidence Base ◽  
Social Contexts ◽  
Developmental Approach ◽  
Whole School ◽  
Whole School Approach ◽  
Promote Mental Health

There is a growing evidence base on what schools need to do to promote mental health effectively. There is strong evidence that they need first and foremost to use a whole school approach. This shapes the social contexts which promote mental health and which provide a backdrop of measures to prevent mental health disorders. In this context the targeting of those with particular needs and the work of the specialist services can be much more effective. Schools need to use positive models of mental health, which emphasise well being and competence not just illness- this will help overcome problems of stigma and denial and promote the idea of mental health as 'everyone's business'. The most effective programmes in schools which address mental health have the following characteristics: • They provide a backdrop of universal provision to promote the mental health of all and then target those with special needs effectively. • They are multi-dimensional and coherent. • They create supportive climates that promote warmth, empathy, positive expectations and clear boundaries. • They tackle mental health problems early when they first manifest themselves and then take a long term, developmental approach which does not expect immediate answers. • They identify and target vulnerable and at risk groups and help people to acquire the skills and competences that underlie mental health. • They involve end users and their families in ways that encourage a feeling of ownership and participation, and provide effective training for those who run the programmes, including helping them to promote their own mental health. Using these starting points, we need to develop a rigorous evidence-based approach on this issue. We also require the facilitation of the dissemination of such research findings while encouraging new and innovative approaches.

scholarly journals Impact on staff of the Mentally Healthy Schools Framework

2020 ◽  
Vol 120 (5/6) ◽  
pp. 289-296
Author(s):  
Julia Anwar-McHenry ◽  
Catherine F. Drane ◽  
Phoebe Joyce ◽  
Robert J. Donovan
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Well Being ◽  
Substantial Impact ◽  
Student Mental Health ◽  
Content Type ◽  
Whole School ◽  
Healthy Schools ◽  
Whole School Approach ◽  
Taking Action

PurposeThe Mentally Healthy Schools Framework (MHSF), based on the population-wide Act-Belong-Commit mental health promotion campaign, is a whole-school approach primarily targeting student mental health, but it is also intended for staff. This paper presents the results of an impact survey on staff after the implementation of the Framework in a number of schools in Western Australia.Design/methodology/approachA baseline questionnaire was completed by n = 87 staff at schools that had just signed up to the programme, and a participant questionnaire was completed by n = 146 staff at schools that had been participating for at least 17 months.FindingsThe results show that the Framework has had a substantial impact on many staff in terms of increased mental health literacy and taking action to improve their mental health.Originality/valueMental health interventions in schools generally focus on students' well-being and how to deal with student mental health problems. There are few comprehensive interventions that also include staff well-being.

scholarly journals Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel’s perspectives in implementing a whole school approach to promote youth mental health

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e030728
Author(s):  
Yu Qi Wu ◽  
Mariette Chartier ◽  
Gia Ly ◽  
Ari Phanlouvong ◽  
Shelby Thomas ◽  
...  
Keyword(s):  
Mental Health ◽  
First Nations ◽  
Qualitative Case Study ◽  
Self Regulation ◽  
School Personnel ◽  
Successful Implementation ◽  
Whole School ◽  
Whole School Approach ◽  
Good Behaviour

ObjectivesPAX-Good Behaviour Game (PAX-GBG) is associated with improved mental health among youth. First Nations community members decided on a whole school approach to facilitate PAX-GBG implementation, by offering intervention training to all staff members in their schools. Our objective is to gain a greater understanding of how this approach was viewed by school personnel, in order to improve implementation in remote and northern First Nations communities.DesignWe conducted a qualitative case study using semi-structured interviews.SettingInterviews were conducted in First Nations schools located in northern Manitoba, Canada, in February 2018.ParticipantsWe used purposive sampling in selecting the 23 school staff from First Nations communities.InterventionPAX-GBG is a mental health promotion intervention that teachers deliver in the classroom alongside normal instructional activities. It was implemented school-wide over 4 months from October 2017 to February 2018.Outcome measuresWe inquired about the participants’ perception of PAX-GBG and the whole school approach. We applied an iterative coding system, identified recurring ideas and classified the ideas into major categories.ResultsImplementing the PAX-GBG whole school approach improved students’ behaviour and created a positive school environment. Students were learning self-regulation, had quieter voices and demonstrated awareness of the PAX-GBG strategies. All teachers interviewed had used the programme. Support from school administrators and having all school personnel use the programme consistently were facilitators to successful implementation. Challenges included the timing of training, lack of clarity in how to implement and implementing among students in older grades and those with special needs.ConclusionsThe whole school approach to implementing PAX-GBG was viewed as an acceptable and feasible way to extend the reach of PAX-GBG in order to promote the mental health of First Nations youth. Recommendations included ensuring school leadership support, changes to the training and cultural and literacy adaptations.

scholarly journals Research priorities for mental health in schools in the wake of COVID-19

2021 ◽  
pp. jech-2021-217902
Author(s):  
Rhiannon Barker ◽  
Greg Hartwell ◽  
Chris Bonell ◽  
Matt Egan ◽  
Karen Lock ◽  
...  
Keyword(s):  
Mental Health ◽  
Research Priorities ◽  
Well Being ◽  
Screening Methods ◽  
Social And Emotional ◽  
Mental Health In Schools ◽  
Whole School ◽  
Attainment Gap ◽  
Mental Health Support ◽  
Whole School Approach

Children and young people (CYP) have suffered challenges to their mental health as a result of the COVID-19 pandemic; effects have been most pronounced on those already disadvantaged. Adopting a whole-school approach embracing changes to school environments, cultures and curricula is key to recovery, combining social and emotional skill building, mental health support and interventions to promote commitment and belonging. An evidence-based response must be put in place to support schools, which acknowledges that the mental health and well-being of CYP should not be forfeited in the drive to address the attainment gap. Schools provide an ideal setting for universal screening of mental well-being to help monitor and respond to the challenges facing CYP in the wake of the pandemic. Research is needed to support identification and implementation of suitable screening methods.

scholarly journals Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the Consolidated Framework for Implementation Research

2019 ◽  
Author(s):  
Kristian Hudson ◽  
Rebecca Lawton ◽  
Siobhan Hugh-Jones
Keyword(s):  
Mental Health ◽  
School Leadership ◽  
Implementation Research ◽  
Well Being ◽  
Health Programs ◽  
Factors Affecting ◽  
Whole School ◽  
Early Implementation ◽  
Whole School Approach ◽  
Mental Health Programs

Abstract Background Preventing the onset of poor mental health in adolescence is an international public health priority. Universal, whole school preventative approaches are valued for their reach, and anti-stigmatising and resilience building principles. Mindfulness approaches to well-being have the potential to be effective when delivered as a whole school approach for both young people and staff. However, despite growing demand, there is little understanding of possible and optimal ways to implement a mindfulness, whole school approach (M-WSA) to well-being. This study aimed to identify the determinants of early implementation success of a M-WSA. We tested the capacity of the Consolidated Framework for Implementation Research (CFIR), to capture the determinants of the implementation of a mental health intervention in a school setting.Methods Key members of school staff (n=15) from five UK secondary schools attempting to implement a M-WSA were interviewed at two-time points, six months apart, generating a total of 30 interviews. Interviews explored participants’ attitudes, beliefs and experiences around implementing a M-WSA. Interview data were coded as CFIR constructs or other (non CFIR) factors affecting implementation. We also mapped school-reported implementation activity and perceived success over 30 months.Results The CFIR captured the implementation activities and challenges well, with 74% of CFIR constructs identifiable in the dataset. Of the 38 CFIR constructs, 11 appeared to distinguish between high and low implementation schools. The most essential construct was school leadership. It strongly distinguished between high and low implementation schools and appeared inter-related with many other distinguishing constructs. Other strongly distinguishing constructs included relative priority, networks and communications, formally appointed implementation leaders, knowledge and beliefs about the intervention, and executing.Conclusions The CFIR appears useful for assessing the implementation of mental health programs in UK secondary schools. Our findings suggest key implementation constructs that schools, commissioners and policy makers should focus on to promote successful early implementation of mental health programs. School leadership is a key construct to target at the outset.

A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite

2005 ◽  
Vol 15 (2) ◽  
pp. 125-136 ◽  
Author(s):  
Louise Rowling ◽  
Jo Mason
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Outcomes ◽  
School Change ◽  
Evaluation Studies ◽  
School Mental Health ◽  
Mental Health Promotion ◽  
Drop Out ◽  
Whole School ◽  
Whole School Approach

AbstractThere are a number of challenges and debates surrounding the implementation of mental health interventions in schools. These include recognising the complexity of influencing factors and the interdependency of key components; the critical importance of monitoring school-based implementation in particular contexts; employing multimethod evaluation designs that can capture the complexity; and judging success using mental health and educational outcomes. These factors are shaped by both mental health and educational research. The prevention paradox focusing on the whole population ‘prevents’ more illness than targeting programs to specific individuals, and is exemplified in school mental health promotion that utilises an ecological or whole school approach. MindMatters, an innovative Australian mental health promotion and pr evention program, illustrates the challenges in this new field of endeavour. Its design and implementation are consistent with recommended effective practice, a comprehensive program that targets multiple health outcomes in the context of a coordinated whole school approach (Jané-Lopis, Barry, Hosman, & Patel, 2005). MindMatters moves beyond the sole focus on the curriculum to acknowledge the key roles of teacher professional development and whole school change within a strengths-based approach. As recommended by Jané-Lopis et al. (2005) measures of key school mental health outcomes are being used, ranging from absenteeism and drop-out rates to the development of social skills and academic achievement. The MindMatters evaluation suite of five separate yet interrelated evaluation studies illustrates some of the complexity involved.

scholarly journals Promoting Mental Health in School—Young People from Scotland and Sweden Sharing Their Perspectives

2019 ◽  
Vol 18 (6) ◽  
pp. 1521-1535
Author(s):  
Catrine Kostenius ◽  
Sebastian Gabrielsson ◽  
Eva Lindgren
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Young People ◽  
Main Theme ◽  
Mental Health In Schools ◽  
Whole School ◽  
Starting Point ◽  
Being There ◽  
Whole School Approach ◽  
Taking Action

AbstractThe rate of mental ill health has increased among children and youth during the past decade in Scotland and Sweden. School is important in influencing both health and education. The starting point for health promotion in school involves those who are affected, the students. The aim of this study was to describe and understand how mental health can be promoted in school from the perspective of young people. A total of 14 Scottish and Swedish young people aged 15–21, 11 girls and 3 boys from 3 municipalities, participated in 4 focus groups. The phenomenological analysis resulted in one main theme: Everyone is being there for each other encompassing three themes without any relative order of precedence: being in a safe, inclusive, and well-informed space; meeting adults who are available, listening, and taking action; and feeling significant and being of significance to others. Based on these findings, we suggest the following aspects to be essential when aiming to promote mental health in schools: (1) value and appreciate young people’s experiences, (2) view everyone in school regardless of age or profession to be an important piece in the mental health promotion puzzle by adopting a “whole school approach,” (3) foster a listening culture that focuses on building enabling relationships, (4) promote health and learning simultaneously to increase health literacy, (5) educate about mental health to minimize stigma and increase confidence in taking appropriate action.

scholarly journals A whole-school approach to supporting children and young people’s mental health

2019 ◽  
Vol 18 (4) ◽  
pp. 256-265 ◽  
Author(s):  
Jonathan Glazzard
Keyword(s):  
Mental Health ◽  
Young People ◽  
School Leadership ◽  
Children And Young People ◽  
Content Type ◽  
Whole School ◽  
Policy Paper ◽  
Whole School Approach ◽  
Health Need ◽  
The Uk

Purpose Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents approximately three students in every classroom. The purpose of this paper is to highlight the role of schools in supporting children and young people’s mental health. Whilst the paper acknowledges that teachers are not trained health professionals, it is argued that a whole-school approach to mental health can support individuals in schools to remain mentally healthy. The elements of a whole-school approach are identified and discussed and some of the challenges in relation to implementation are considered. Critical to the development of a whole-school approach is the commitment from the school leadership team to promoting student and staff wellbeing. Design/methodology/approach This is a policy paper not an empirical study. Findings This paper has outlined the policy context in the UK in relation to children and young people’s mental health. It has addressed the risk and protective factors which can cause or mitigate against mental ill health and it has outlined the elements of a whole-school approach to mental health. Originality/value This paper explores the contribution that schools can make to supporting students’ mental health. There is limited research which addresses mental health in young people from a non-therapeutic angle.

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