A Checklist for School Personnel to Evaluate and Implement the Mental Health Component of Your School Crisis and Emergency Plan

2013 ◽  
Author(s):  
Keyword(s):  
Mental Health ◽  
School Personnel ◽  
Emergency Plan ◽  
School Crisis

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

scholarly journals Pupils’ Use of Social Media and Its Relation to Mental Health from a School Personnel Perspective: A Preliminary Qualitative Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9163
Author(s):  
Gunnhild Johnsen Hjetland ◽  
Viktor Schønning ◽  
Bodil Elisabeth Valstad Aasan ◽  
Randi Træland Hella ◽  
Jens Christoffer Skogen
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Mental Health Problems ◽  
School Personnel ◽  
Health Issues ◽  
Focus Group Interviews ◽  
Total N ◽  
Group Interviews ◽  
Use Of Social Media

The extent of mental health problems among adolescents seems to be on the rise, and this observed trend has often been linked to a coinciding increase in social media use. The goal of the current preliminary study was to investigate how senior high school personnel experience the role of social media in relation to the mental health of their pupils. Two focus group interviews (total n = 11) were completed and analyzed using reflexive thematic analysis, resulting in 4 themes and 11 subthemes. The results illustrate that school personnel experience social media as a tool for communication, but also as a potential cause of mental health issues and reduced academic performance among pupils. The participants called for schools to become better equipped to meet the opportunities and challenges of social media.

Chapter V: Mental Health and School Personnel

1962 ◽  
Vol 32 (5) ◽  
pp. 484-494
Author(s):  
Herbert Zimiles
Keyword(s):  
Mental Health ◽  
School Personnel

Promoting Social and Academic Wellness Among African American Adolescent Males

2021 ◽  
pp. 154-171
Author(s):  
Carole Rene' Collins Ayanlaja ◽  
Catherine Lenna Polydore ◽  
Danielle Anita Beamon
Keyword(s):  
Mental Health ◽  
African American ◽  
Public Attitudes ◽  
School Personnel ◽  
Poor Mental Health ◽  
Adolescent Males ◽  
Institutionalized Racism ◽  
African American Adolescent ◽  
Effective Interventions ◽  
African American Adolescent Males

African American adolescent males are at increasing risk for mental health challenges. Statistics indicate that depression and anxiety are of primary concern. Historical and social conditions, including institutionalized racism, produce stressors for Black males and propel negative public attitudes. The responses of healthcare professionals and school personnel to the mental health needs of Black adolescent males are generalized with limited focus on this specific population and effective interventions. The authors identify and describe predominant mental health conditions in Black male adolescents and describe the current landscape of emotional health impacting this population. They identify determinant factors that lead to poor mental health. Activating a social-constructivist approach, the authors recommend culturally responsive approaches to address the problem and improve outcomes, along with future directions.

Students Responding to Natural Disasters and Terrorism

2012 ◽  
pp. 229-250
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Steven J. Hardy
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Emotional Needs ◽  
Cultural Considerations ◽  
School Based ◽  
The Impact

This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

Variations in Disaster Preparedness by Mental Health, Perceived General Health, and Disability Status

2009 ◽  
Vol 3 (1) ◽  
pp. 33-41 ◽  
Author(s):  
David P. Eisenman ◽  
Qiong Zhou ◽  
Michael Ong ◽  
Steven Asch ◽  
Deborah Glik ◽  
...  
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Mental Illness ◽  
Serious Mental Illness ◽  
Disaster Preparedness ◽  
General Health ◽  
Emergency Plan ◽  
Communication Plan ◽  
Disability Status ◽  
Fair Poor

ABSTRACTObjectives: Chronic medical and mental illness and disability increase vulnerability to disasters. National efforts have focused on preparing people with disabilities, and studies find them to be increasingly prepared, but less is known about people with chronic mental and medical illnesses. We examined the relation between health status (mental health, perceived general health, and disability) and disaster preparedness (home disaster supplies and family communication plan).Methods: A random-digit-dial telephone survey of the Los Angeles County population was conducted October 2004 to January 2005 in 6 languages. Separate multivariate regressions modeled determinants of disaster preparedness, adjusting for sociodemographic covariates then sociodemographic variables and health status variables.Results: Only 40.7% of people who rated their health as fair/poor have disaster supplies compared with 53.1% of those who rate their health as excellent (P < 0.001). Only 34.8% of people who rated their health as fair/poor have an emergency plan compared with 44.8% of those who rate their health as excellent (P < 0.01). Only 29.5% of people who have a serious mental illness have disaster supplies compared with 49.2% of those who do not have a serious mental illness (P < 0.001). People with fair/poor health remained less likely to have disaster supplies (adjusted odds ratio [AOR] 0.69, 95% confidence interval [CI] 0.50–0.96) and less likely to have an emergency plan (AOR 0.68, 95% CI 0.51–0.92) compared with those who rate their health as excellent, after adjusting for the sociodemographic covariates. People with serious mental illness remained less likely to have disaster supplies after adjusting for the sociodemographic covariates (AOR 0.67, 95% CI 0.48–0.93). Disability status was not associated with lower rates of disaster supplies or emergency communication plans in bivariate or multivariate analyses. Finally, adjusting for the sociodemographic and other health variables, people with fair/poor health remained less likely to have an emergency plan (AOR 0.66, 95% CI 0.48–0.92) and people with serious mental illness remained less likely to have disaster supplies (AOR 0.67, 95% CI 0.47–0.95).Conclusions: People who report fair/poor general health and probable serious mental illness are less likely to report household disaster preparedness and an emergency communication plan. Our results could add to our understanding of why people with preexisting health problems suffer disproportionately from disasters. Public health may consider collaborating with community partners and health services providers to improve preparedness among people with chronic illness and people who are mentally ill. (Disaster Med Public Health Preparedness. 2009;3:33–41)

scholarly journals Implementation Determinants and Outcomes of a Technology-Enabled Service Targeting Suicide Risk in High Schools: Mixed Methods Study

10.2196/16338 ◽  
2020 ◽  
Vol 7 (7) ◽  
pp. e16338
Author(s):  
Molly Adrian ◽  
Jessica Coifman ◽  
Michael D Pullmann ◽  
Jennifer B Blossom ◽  
Casey Chandler ◽  
...  
Keyword(s):  
Mental Health ◽  
Data Collection ◽  
Suicide Prevention ◽  
Suicide Risk ◽  
School Setting ◽  
Usability Testing ◽  
School Personnel ◽  
Relative Advantage ◽  
Implementation Outcomes ◽  
Passive Data

Background Technology-enabled services (TESs), which integrate human service and digital components, are popular strategies to increase the reach and impact of mental health interventions, but large-scale implementation of TESs has lagged behind their potential. Objective This study applied a mixed qualitative and quantitative approach to gather input from multiple key user groups (students and educators) and to understand the factors that support successful implementation (implementation determinants) and implementation outcomes of a TES for universal screening, ongoing monitoring, and support for suicide risk management in the school setting. Methods A total of 111 students in the 9th to 12th grade completed measures regarding implementation outcomes (acceptability, feasibility, and appropriateness) via an open-ended survey. A total of 9 school personnel (school-based mental health clinicians, nurses, and administrators) completed laboratory-based usability testing of a dashboard tracking the suicide risk of students, quantitative measures, and qualitative interviews to understand key implementation outcomes and determinants. School personnel were presented with a series of scenarios and common tasks focused on the basic features and functions of the dashboard. Directed content analysis based on the Consolidated Framework for Implementation Research was used to extract multilevel determinants (ie, the barriers or facilitators at the levels of the outer setting, inner setting, individuals, intervention, and implementation process) related to positive implementation outcomes of the TES. Results Overarching themes related to implementation determinants and outcomes suggest that both student and school personnel users view TESs for suicide prevention as moderately feasible and acceptable based on the Acceptability of Intervention Measure and Feasibility of Intervention Measure and as needing improvements in usability based on the System Usability Scale. Qualitative results suggest that students and school personnel view passive data collection based on social media data as a relative advantage to the current system; however, the findings indicate that the TES and the school setting need to address issues of privacy, integration into existing workflows and communication patterns, and options for individualization for student-centered care. Conclusions Innovative suicide prevention strategies that rely on passive data collection in the school context are a promising and appealing idea. Usability testing identified key issues for revision to facilitate widespread implementation.

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