Introduction: Moving from research to policy and school interventions.

2021 ◽  
pp. 3-11
Author(s):  
Megan C. Lytle ◽  
Richard A. Sprott
Keyword(s):  
School Interventions ◽  
Research To Policy

scholarly journals Integrating Health Policy Education Into an Undergraduate Adult Development and Aging Psychology Course

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 595-595
Author(s):  
Kelly O Malley ◽  
Kirsten Graham
Keyword(s):  
Health Policy ◽  
Adult Development ◽  
Well Being ◽  
Psychological Research ◽  
Preliminary Evidence ◽  
Active Engagement ◽  
Know How ◽  
Development And Aging ◽  
Psychology Course ◽  
Research To Policy

Abstract Active engagement in health policy by psychologists is vital to the well-being of the aging population; however, few feel prepared to engage in policy making or know how to get involved. A novel policy curriculum was developed and integrated into an undergraduate psychology course. N = 34 students completed assessments of policy knowledge and assignments designed to increase their skills, knowledge, and critical thinking about health policy. Students reported strong beliefs that psychological research can impact health policies and a desire to understand how to use research to inform policy; however, they reported less understanding of how policy is made. Preliminary evidence suggests students are interested in applying psychological research to policy processes; however, they do not know how to get involved. Policy education was easily integrated into the course, and further study is needed to determine students’ future engagement in health policy and change health policy skills.

Reliability and credibility of young children's reports: From research to policy and practice.

1998 ◽  
Vol 53 (2) ◽  
pp. 136-151 ◽  
Author(s):  
Maggie Bruck ◽  
Stephen J. Ceci ◽  
Helene Hembrooke
Keyword(s):  
Policy And Practice ◽  
Research To Policy

scholarly journals Systematic Review of the Quality of Mindfulness-Based School Interventions

2021 ◽  
Author(s):  
Mary Lynd Phan ◽  
Tyler L Renshaw ◽  
Julie Caramanico ◽  
Jeffrey M. Greeson ◽  
Elizabeth MacKenzie ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physiological Stress ◽  
Self Regulation ◽  
Total Sample ◽  
Attentional Focus ◽  
Coding System ◽  
Level Of Evidence ◽  
School Interventions ◽  
Youth Outcomes

We reviewed the effects of mindfulness-based school interventions (MBSIs) on youth outcomes. We evaluated seventy-three studies with a total sample a total of 11,906 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated studies as 1++ (systematic review) to 4 (expert opinion) for level of evidence. Outcomes were assigned a corresponding evidence quality letter grade, from strongest (A) to weakest (D) evidence. Outcomes fell into 11 categories: wellbeing, self-compassion, social functioning, mental health, self-regulation and emotionality, mindful awareness, attentional focus, psychological and physiological stress, problem behaviors, academic performance, and acceptability. Strongest evidence showed increased resilience and reduced anxiety. There was comparable improvement in depression and wellbeing across youth relative to control groups. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs to minimize bias and promote higher quality evidence to guide school-based practice.

scholarly journals Lake Tahoe: From research to policy

2006 ◽  
Vol 60 (2) ◽  
pp. 50-51
Author(s):  
Robin Meadows
Keyword(s):  
Lake Tahoe ◽  
Research To Policy

scholarly journals An Overview of International Literature on School Interventions to Promote Mental Health and Well-being in Children and Adolescents

2015 ◽  
Vol 11 (1) ◽  
pp. 16-20 ◽  
Author(s):  
Mauro Giovanni Carta ◽  
Teresa Di Fiandra ◽  
Lorenzo Rampazzo ◽  
Paolo Contu ◽  
Antonio Preti
Keyword(s):  
Mental Health ◽  
Mental Disorders ◽  
Children And Adolescents ◽  
Mental Health Problems ◽  
Well Being ◽  
Childhood And Adolescence ◽  
International Literature ◽  
Special Issue ◽  
School Interventions ◽  
Health And Wellbeing

Introduction:Mental disorders are the largest cause of the burden of disease in the world. Most of the burden affecting adult life has its onset during childhood and adolescence. The European Pact for Mental Health and Wellbeing calls for immediate action and investments in the mental health of children and adolescents. Schools may be the ideal location for promoting health and delivering healthcare services, since schools are a location where young people usually spend their daytime and socialize, schools are easily accessible to families, can provide non-stigmatizing health actions, and form links with the community.Aims and Goals of this Special Issue:This issue is developed within the framework of the Joint Action on Mental Health promoted by the European Commission. This special issue presents a set of systematic reviews on the evidence of the international literature on school interventions for the promotion of the mental health and wellbeing of children and adolescents. It is focused on five topical main areas: promoting general health and wellbeing; programs targeting specific mental disorders and conditions and integration of adolescents with mental health problems; Bullying; Sport; Alcohol and Drugs. An additional paper on the results of the largest epidemiological study conducted in some European countries on the prevalence and relative risk factors of mental disorders in school-age completes the issue.Conclusion:These reviews are a first contribution to address future European research and interventions, in particular about the multiple ways through which European policies could support the schooling and wellbeing of children and adolescents.

Sign in / Sign up

Export Citation Format

Share Document