MindMatters, a Whole-School Approach Promoting Mental Health and Wellbeing

2000 ◽  
Vol 34 (4) ◽  
pp. 594-601 ◽  
Author(s):  
Johanna Wyn ◽  
Helen Cahill ◽  
Roger Holdsworth ◽  
Louise Rowling ◽  
Shirley Carson
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Health Promotion ◽  
Health Education ◽  
Young People ◽  
Community Support ◽  
Mental Health Promotion ◽  
Health And Wellbeing ◽  
Whole School ◽  
Wide Range

Objective: MindMatters is an innovative, national mental health promotion program which provides a framework for mental health promotion in Australian schools. Its objectives are to facilitate exemplary practice in the promotion of whole-school approaches to mental health promotion; develop mental health education resources, curriculum and professional development programs which are appropriate to a wide range of schools, students and learning areas; trial guidelines on mental health and suicide prevention and to encourage the development of partnerships between schools, parents, and community support agencies to promote the mental wellbeing of young people. Method: A team of academics and health education professionals, supported by a reference group of mental health experts, developed MindMatters. The program was piloted in 24 secondary schools, drawn from all educational systems and each State and Territory in Australia. The pilot program was amended and prepared for dissemination nationally. Results: The program provides a framework for mental health promotion in widely differing school settings. The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion. Conclusions: Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.

scholarly journals Teacher Mental Health Literacy: Results from a State-wide Survey in Schools

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
U Bauer ◽  
O Okan ◽  
F Faulbaum
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Health Literacy ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
School Mental Health ◽  
Health Problems ◽  
Mental Health Promotion ◽  
Parental Mental Health ◽  
Whole School

Abstract Background Teachers have an important role to play in context of mental health literacy (MHL) promotion of school-aged children. Their MHL is seen as the counterpart of student`s health literacy. Especially vulnerable schoolchildren such as those affected by adverse life events (e.g. parental mental health problems) can benefit from programs. In addition, the whole school environment has impact on school mental health promotion. Yet, only little evidence is available on teachers MHL in Europe. The aim is to provide evidence from a state-wide survey on the state of MHL of teachers in Germany. Methods Based on semi-structured interviews with school teachers from all school types in one federal state, including primary and secondary schools, a MHL online questionnaire was developed. The survey was conducted in in 2017 in N = 2500 teachers in Germany. Descriptive and regression analyse have been performed. Results Teachers feel considerable uncertainties when working with children affected by adversities related to parental mental health problems. Dealing with the social family background seems hard. Teachers state that they don`t feel comfortable when aiming at mental health promotion of affected children or children in general. Data also show that they may tend to make misjudgements, and that they are not sufficiently trained to address mental health issues in the classrooms. Regression models show that the degree and quality of teaching mental health is affected by differences across school forms, satisfaction with and engagement of school principals in mental health action, learned strategies to respond to parents, and experienced stress, burden and exposure during their work. Conclusions Increasing teacher MHL and the environmental capacities and responsiveness towards school mental health promotion should be an important capacity building strategy. Policy support for school mental health promotion is a critical means to sustain effective whole-school approaches.

What mental health promotion do university students need?

2016 ◽  
Vol 14 (3) ◽  
pp. 53-72 ◽  
Author(s):  
Ewa Sokołowska ◽  
Lidia Zabłocka-Żytka ◽  
Sylwia Kluczyńska ◽  
Joanna Wojda-Kornacka
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Health Promotion ◽  
Young People ◽  
University Students ◽  
Biopsychosocial Model ◽  
Emotional Health ◽  
Healthy Person ◽  
Mental Health Promotion ◽  
Open Questions

Abstract Our aim was to find out what university students expect of mental health promotion. 610 young people were asked a few open questions. 81% of respondents expressed an interest in mental health promotion activities. They associated promotional activities with physical, social and/or emotional health care. Basically, these positive expectations are in agreement with the biopsychosocial model of mental health formulated by the WHO (2005). No interest in the idea of promotion (11%) is caused by the erroneous assumption that mental health promotion is targeted at people with mental disorders; therefore, a mentally healthy person does not benefit from participating in such a programme.

Evaluation of a professional development experience designed to equip school support staff with skills to facilitate youth mental health promotion

2019 ◽  
Vol 55 (4-5) ◽  
pp. 408-420
Author(s):  
Margaret McAllister ◽  
Bruce Allen Knight ◽  
Christine Handley ◽  
Cath Withyman ◽  
Jessica Dawkins ◽  
...  
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Health Promotion ◽  
Youth Mental Health ◽  
Support Staff ◽  
Mental Health Promotion ◽  
School Support ◽  
Development Experience

scholarly journals Physical activity and exercise in youth mental health promotion: a scoping review

2020 ◽  
Vol 6 (1) ◽  
pp. e000677 ◽  
Author(s):  
Michaela Pascoe ◽  
Alan P Bailey ◽  
Melinda Craike ◽  
Tim Carter ◽  
Rhiannon Patten ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Health Promotion ◽  
Young People ◽  
Health Outcomes ◽  
Scoping Review ◽  
Mental Health Promotion ◽  
Mental Health Outcomes ◽  
Exercise Interventions ◽  
Indicated Prevention

Background/AimThis scoping review examined the breadth and outcomes of controlled trials testing the effect of physical activity and exercise interventions across all mental health outcomes for mental health promotion and indicated prevention studies in young people.MethodsThe literature search was conducted using ‘Evidence Finder’.ResultsThirty publications were included. Available evidence suggested that interventions of varying intensity may lead to a reduction in depression symptoms and that moderate-to-vigorous-intensity and light-intensity interventions may reduce anxiety symptoms. Effects of physical activity/exercise interventions on additional mental health outcomes were also shown; however, the number of studies was small, indicating a limited evidence base. Robust research regarding the effects of physical activity/exercise on mental health promotion and as an indicated prevention strategy in young people is lacking.ConclusionThe available evidence suggests that physical activity/exercise is a promising mental health promotion and early intervention strategy and warrants further investigation.

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