A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children

2019 ◽  
Vol 50 (3) ◽  
pp. 399-415
Author(s):  
Emily Furness ◽  
Ian W. Li ◽  
Lisa Patterson ◽  
Christopher G. Brennan-Jones ◽  
Robert H. Eikelboom ◽  
...  
Keyword(s):  
Mental Health ◽  
Hard Of Hearing ◽  
Well Being ◽  
Classroom Teachers ◽  
Semistructured Interviews ◽  
Teacher Professional ◽  
Hearing Children ◽  
Qualitative Exploration ◽  
Health And Well Being

Purpose Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.

School Climate, Deployment, and Mental Health Among Students in Military-Connected Schools

2015 ◽  
Vol 50 (1) ◽  
pp. 93-115 ◽  
Author(s):  
Kris Tunac De Pedro ◽  
Ron Avi Astor ◽  
Tamika D. Gilreath ◽  
Rami Benbenishty ◽  
Ruth Berkowitz
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School Environment ◽  
Well Being ◽  
The United States ◽  
Student Demographics ◽  
Multiple Components ◽  
Lower Likelihood ◽  
Health And Well Being

Research has found that when compared with civilian students, military-connected students in the United States have more negative mental health outcomes, stemming from the stress of military life events (i.e., deployment). To date, studies on military-connected youth have not examined the role of protective factors within the school environment, such as school climate, in the mental health and well-being of military-connected adolescents. Given this gap in the research on military adolescents, this study draws from a large sample of military and non-military secondary adolescents in military-connected schools ( N = 14,943) and examines associations between school climate, military connection, deployment, and mental health. Findings show that multiple components of school climate are associated with a lower likelihood of depressive symptoms and suicidal ideation and increased likelihood of well-being among students in military-connected schools, after controlling for student demographics, military connection, and deployments. The authors conclude with a discussion of school climate interventions for military-connected youth.

scholarly journals The Experiences and Views of Service Providers on the Mental Health and Well-Being Services for Syrian Refugees in Coventry and Warwickshire

2022 ◽  
Author(s):  
Eleni Anastasiou ◽  
Helen Liebling ◽  
Michelle Webster ◽  
Fiona MacCallum
Keyword(s):  
Mental Health ◽  
Support Services ◽  
Service Provision ◽  
Service Providers ◽  
Well Being ◽  
Clinical Implications ◽  
Syrian Refugees ◽  
Semistructured Interviews ◽  
Views And Perceptions ◽  
Health And Well Being

Abstract. Objectives: Previous literature demonstrated that, even when mental health and psychological support services are available for refugees, there may still be obstacles in accessing services. This is the first known study to explore the experiences of mental-health and well-being services for Syrian refugees in Coventry and Warwickshire, United Kingdom. The research investigates the views and perceptions of service providers on the current mental-health and well-being services provided for this population. Methods: Eight service providers participated in semistructured interviews and focus groups, and the data were analyzed using thematic analysis. Results: Three main themes emerged from an analysis of the data: “positive aspects of service delivery,” “service challenges,” and “recommendations for service improvements and quality.” Conclusion: The findings bring to the fore specific gaps in current provision and interpreting services. Recommendations for proposed improvements in service provision and policy as well as clinical implications are included in this article.

scholarly journals Mathematics anxiety – where are we and where shall we go?

2021 ◽  
Author(s):  
Krzysztof Cipora ◽  
Flávia H. Santos ◽  
Karin Kucian ◽  
Ann Dowker
Keyword(s):  
Mental Health ◽  
Construct Validity ◽  
Mathematics Anxiety ◽  
Well Being ◽  
Educational Settings ◽  
Cognitive Measures ◽  
Opposite Pole ◽  
Health And Well Being

In this paper we list ten fairly undisputed claims about Mathematics Anxiety (MA) and propose where MA research should focus on. The areas future MA research should focus on comprise (a) theoretical clarifications on what MA is, and what constitutes its opposite pole, (b) construct validity – specifically relations between self-descriptive, (neuro)physiological and cognitive measures, (c) discrepancy between state and trait MA and its theoretical and practical consequences, (d) prevalence of MA and call for establishing external criteria for estimating prevalence and proposal of such criteria, (e) exploring role of MA in different groups, e.g., highly anxious and high match performing individuals, (f) classroom applications of MA knowledge, (g) effects of MA outside educational settings, (h) consequences of MA on mental health and well-being.

The future role of psychiatrists in Europe in the light of the European Pact for Mental Health and Well-being

2014 ◽  
Vol 11 (01) ◽  
pp. 19-26
Author(s):  
J. M. Caldas de Almeida
Keyword(s):  
Mental Health ◽  
Well Being ◽  
Specific Content ◽  
Future Role ◽  
Knowledge Based ◽  
Health Strategy ◽  
The Future ◽  
Health And Well Being ◽  
The Eu

SummaryThe European Pact for Mental Health and Well-being, launched in 2008, expresses a commitment of the EU and Member States to implement a mental health strategy in Europe. Recognizing that the level of mental health and well-being in the population is a key resource for the success of the EU as a knowledge-based society and economy, the Pact concludes that action for mental health and well-being at EU-level needs to be developed by involving policy makers and all relevant stakeholders. Given the specific content of their discipline and the prestige they have in our societies, psychiatrists will certainly have a key role in the development of the strategies proposed by the Pact. The purpose of this paper is to review the background, objectives and outcomes of the European Pact for Mental Health and Well-being, and reflect on the future role of psychiatrists in the light of its implementation.

scholarly journals Bridging the digital disconnect: Exploring the views of professionals on using technology to promote young people’s mental health

2017 ◽  
Vol 38 (4) ◽  
pp. 380-397 ◽  
Author(s):  
Aleisha M. Clarke ◽  
Derek Chambers ◽  
Margaret M. Barry
Keyword(s):  
Mental Health ◽  
Young People ◽  
Organizational Support ◽  
Youth Mental Health ◽  
Well Being ◽  
Reliable Information ◽  
Online Resources ◽  
Online Technologies ◽  
Health And Well Being

The increasing role of online technologies in young people’s lives has significant implications for professionals’ engagement with technologies to promote youth mental health and well-being. However, relatively little is known about professionals’ views on the role of technologies in supporting youth mental health. This article outlines key findings from a needs assessment survey carried out in Ireland that sought to determine the views of professionals working with young people on the use of online technologies in supporting young people’s mental health and well-being. A total of 900 professionals from across the education, health, and mental health professions completed an online survey. The findings demonstrate the importance of the internet as a resource for professionals working with young people, with over 98% of those surveyed expressing a readiness to use online resources to support young people’s mental health. The nature of preferred online technologies differed according to professional groupings, however, 63% of overall respondents indicated they would look for help on a dedicated mental health website. Guidelines on working with young people and their parents on the promotion of positive mental were requested with the most frequency. Among the barriers identified were concerns about access to reliable information that was relevant to specific professional roles, and the need for organizational support of professionals’ use of online evidence-based resources. Concerns were also expressed that online resources could replace face-to-face support services for young people, and the need for training professionals in their appropriate use. The results highlight the potential role of technology in assisting professionals through the provision of online training, reliable information, and practical resources on the promotion of positive youth mental health.

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