scholarly journals Maltese Students' Perspectives About Their Experiences at School and Their Mental Health

2013 ◽  
Vol 23 (2) ◽  
pp. 252-270 ◽  
Author(s):  
Helen Askell-Williams ◽  
Carmel Cefai ◽  
Francis Fabri
Keyword(s):  
Mental Health ◽  
Secondary Students ◽  
School Experiences ◽  
Social Emotional ◽  
School Environments ◽  
Student Groups ◽  
School Work ◽  
Social And Emotional ◽  
School Based ◽  
Health Promotion In Schools

In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric Jonckheere-Terpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.

The Role of School Counselors in the RTI Process at the Secondary Level

2021 ◽  
pp. 108-118
Author(s):  
Dakota King-White ◽  
Layla Kurt
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Secondary Students ◽  
Secondary Level ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Tiered System ◽  
Mental Health Support

Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.

The Role of School Counselors in the RTI Process at the Secondary Level

2019 ◽  
pp. 78-88
Author(s):  
Dakota King-White ◽  
Layla Kurt
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Secondary Students ◽  
Secondary Level ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Tiered System ◽  
Mental Health Support

Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.

Mental Health Services

2005 ◽  
Author(s):  
Scott Bloom
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Family Counseling ◽  
Her Family ◽  
Social And Emotional ◽  
School Based ◽  
Counseling Group ◽  
Teachers And Parents

Mental health problems in children are a major deterrent to learning. Yet the President’s New Freedom Commission on Mental Health in 2002 pointed out that mental health services for children are so fragmented as to be ineffective in major ways. The commission’s report emphasizes the importance of using the school system as the means of delivering such services. The school-based approach to mental health helps accomplish several goals: • Minimizing barriers to learning • Overcoming stigma and inadequate access to care • Providing comprehensive on-site counseling services • Creating a school climate that promotes students’ social and emotional functioning • Promoting healthy psychological and social development This chapter will describe the mental health services at the Children’s Aid Society (CAS) community schools, focusing on staffing, structure, and strategies and describing the clinic at one school in greater detail. Questions of space, accountability, and funding will be explored, and some conclusions based on our work will be discussed. CAS’s school-based clinics, located in elementary and middle schools, provide individual and family counseling, group therapy, in-depth assessments and referrals, and crisis intervention for students and their family members. Referrals to the clinic are made by students, teachers, and parents. Assessment and intervention plans include the active participation of the child, his or her family, school staff, and anyone else who can help in understanding the child’s needs. Based on the assessment, the child and/or family are engaged in shortor long-term individual, group, or family counseling aimed at ameliorating the problems that precipitated the referral. An in-depth psychosocial assessment is the first step in developing a comprehensive treatment plan that includes short- and long-term goals. Psychological and psychiatric evaluations are scheduled as appropriate. Clinicians (social workers with M.S.W. or C.S.W. degrees) generally have caseloads of 18–22 students, with enough room in their schedules to see walk-ins and emergencies. Problems that have been successfully treated include suicide ideation, physical and sexual abuse, drug and alcohol use, disruptive school behaviors, academic delays, hyperactivity, family and peer conflicts, and depression.

scholarly journals MENTAL HEALTH PROBLEMS AMONG SCHOOL GOING ADOLESCENTS IN INDIA: A LITERATURE REVIEW

2021 ◽  
pp. 44-47
Author(s):  
Ainamlin Dkhar ◽  
Grace Lalhlupuii Sailo
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Transition Period ◽  
Young Person ◽  
Health Problems ◽  
Internal Stresses ◽  
Social Emotional ◽  
Psychological Issues ◽  
School Based ◽  
Risk Taking Behaviors

School going adolescents are in a transition period that bridges childhood and adulthood, during which major physical, cognitive, and psychological changes occur. Today’s youngadolescents deal with issues related to suicide; and many other social, emotional, physical and psychological issues. These internal stresses and social expectations lead to moments of ambiguity, self-doubts and disappointment in the adolescents. It is in these situations that the young person takes risks and involves in risk taking behaviors. The present review is focused on mental health problems of school going adolescents in India based on pertinent studies from different online search engines, journals and articles of the past years.The reviews illustrationthe high and increasing prevalence of Mental Health problems among school going adolescents and the need for school based Mental Health services in every school in the country.

A Multi-Systemic School-Based Approach for Addressing Childhood Aggression

2008 ◽  
Vol 18 (2) ◽  
pp. 106-127 ◽  
Author(s):  
Kevin Runions
Keyword(s):  
Emotional Processing ◽  
Childhood Aggression ◽  
Social Emotional ◽  
Social And Emotional ◽  
School Based ◽  
Emotional Processes ◽  
Transformative Potential ◽  
The Social ◽  
The Status ◽  
Relationship Processes

AbstractSchool-based approaches to addressing aggression in the early grades have focused on explicit curriculum addressing social and emotional processes. The current study reviews research on the distinct modes of aggression, the status of current research on social and emotional processing relevant to problems of aggression amongst young children, as well as the social-relationship processes that occur in schools that hold transformative potential for children's aggression and behavioural development. A framework incorporating peer-to-peer, teacher–child, and teacher-parent relationship components within a social–emotional curriculum is outlined to inform a multisystemic approach to addressing young children's aggression.

Mental Health and Students with Disabilities: A Review of Literature

2013 ◽  
Vol 23 (2) ◽  
pp. 236-251 ◽  
Author(s):  
Julie M. McMillan ◽  
Jane M. Jarvis
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Students With Disabilities ◽  
School Psychologists ◽  
Targeted Interventions ◽  
Social And Emotional ◽  
Whole School ◽  
Health Promotion In Schools ◽  
Increased Risk ◽  
Mental Health Difficulties

Students with disabilities are at increased risk of experiencing mental health difficulties, but may not be recognised as an at-risk population in the design of school-based prevention and intervention efforts. Understanding the link between disability and mental health is important for school psychologists and guidance counsellors, teachers, and special education personnel who are in a position to provide targeted opportunities for social and emotional learning and to ameliorate the potential for marginalisation and isolation. This article reviews research related to mental health in students with disabilities, with a focus on understanding potential pathways between disability and mental health difficulties and examining the evidence for effective universal and targeted interventions. The research reviewed highlights the need for mental health promotion in schools to incorporate targeted approaches for at-risk students within the context of universal, whole-school approaches, and in particular to consider the mental health needs of students with disabilities.

Rural School-Based Mental Health Services: Parent Perceptions of Needs and Barriers

2018 ◽  
Vol 40 (2) ◽  
pp. 104-111
Author(s):  
Kimberly Searcey van Vulpen ◽  
Amy Habegar ◽  
Teresa Simmons
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Parent Perceptions ◽  
Well Being ◽  
Health Issues ◽  
Behavioral Issues ◽  
Social And Emotional ◽  
School Based ◽  
Main Challenge

Abstract The benefits of school-based mental health services have been supported in prior research and literature. Studies have shown that approximately one in five youths in schools today have diagnosable mental health disorders. However, research has identified that close to 70 percent of those youths do not receive the services they need. This gap in care has a significant impact on the academic, social, and emotional well-being of youths. Parent involvement is essential in bridging services. However, parents often face barriers in accessing mental health care for their child. The aim of this study was to explore parent perceptions of needs and barriers to school-based mental health services. This exploratory study included 607 parent and guardian respondents. Findings showed that parents were overwhelmingly in support of schools being involved in addressing the mental health needs of students. Anxiety, depression, and bullying were the top emotional and behavioral issues that parents recognized as the main challenge for their child. Lack of parent support, understanding that mental health issues even exist in youths, and lack of supportive school programs were identified as key factors that place youths at risk of not receiving the services they need.

Initial Validation of the Social Emotional Distress Survey–Secondary to Support Complete Mental Health Screening

2018 ◽  
Vol 43 (4) ◽  
pp. 241-248 ◽  
Author(s):  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Stephanie Moore ◽  
Kathryn Moffa
Keyword(s):  
Mental Health ◽  
Emotional Distress ◽  
Well Being ◽  
Health Screening ◽  
Mental Health Screening ◽  
Social Emotional ◽  
Initial Validation ◽  
Complete Mental Health ◽  
School Based ◽  
The Social

Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the Social Emotional Distress Survey–Secondary (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students ( N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed.

Using Children’s Literature to Strengthen Social and Emotional Learning

2017 ◽  
Vol 38 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Melissa Allen Heath ◽  
Kathryn Smith ◽  
Ellie L. Young
Keyword(s):  
Mental Health ◽  
Children's Literature ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Children’S Literature ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional

The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.

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