School-Based Mental Health Programs in the United States: Present Status and a Blueprint for the Future

1998 ◽  
Vol 27 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Linda A. Reddy
Keyword(s):  
Mental Health ◽  
United States ◽  
Present Status ◽  
The United States ◽  
Health Programs ◽  
School Based ◽  
The Future ◽  
Mental Health Programs

International approaches to school-based mental health: Intent of the Special Issue

2017 ◽  
Vol 38 (4) ◽  
pp. 339-342 ◽  
Author(s):  
Courtney L. McLaughlin
Keyword(s):  
Mental Health ◽  
United States ◽  
The United States ◽  
Global Perspective ◽  
Health It ◽  
Special Issue ◽  
School Based ◽  
The World

This article provides an overview of the special issue on international approaches to school-based mental health. It introduces the significance of the issues associated with mental health across the world and introduces the reader to the four articles highlighting different aspects of school-based mental health. Across these four articles, information about school-based mental health (SBMH) from the United States, Canada, Norway, Liberia, Chile, and Ireland are represented. The special issue concludes with an article introducing new methodology for examining mental health from a global perspective.

scholarly journals Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs

2017 ◽  
Vol 25 (5) ◽  
pp. 218-228 ◽  
Author(s):  
J. Michael Murphy ◽  
Madelaine R. Abel ◽  
Sharon Hoover ◽  
Michael Jellinek ◽  
Mina Fazel
Keyword(s):  
Mental Health ◽  
Health Programs ◽  
School Based ◽  
Mental Health Programs

Meditation and Education

2020 ◽  
Author(s):  
Candy Gunther Brown
Keyword(s):  
Mental Health ◽  
United States ◽  
United Kingdom ◽  
Informed Consent ◽  
Stress Reduction ◽  
The United States ◽  
Physical And Mental Health ◽  
School Based ◽  
The 1960S ◽  
Meditative Practices

This chapter examines school-based meditation programs for children ages 4–17—including Transcendental Meditation, ashtanga yoga, and mindfulness-based stress reduction—popularized between the 1960s and 2010s in the United States, United Kingdom, Canada, and India. Practices entered mainstream education as promoters distanced meditation from religion, particularly Hinduism and Buddhism, and framed meditative practices as scientifically validated techniques for cultivating virtues essential for academic performance, physical and mental health, and moral character. The chapter assesses meditation research and religious controversies. It recommends an opt-in model of informed consent as most conducive to transparency and voluntarism.

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