Supporting decision-making processes for evidence-based mental health promotion

The field of school mental health promotion could be considered to be a new field of research and practice; however, this is not the case. Theoretically it is firmly grounded in both health and education bodies of research that have coalesced to advance practice to meet current imperatives. In reviewing these foundations prevailing dilemmas and challenges become evident. These include the ideologies of stakeholders about mental health; decision-making about entry points around risk and protective factors, and/or social context; and ethical and methodological problems in research and evaluation.

Download Full-text

A Local Review on the Use of Bio-Psycho-Social Model in School-Based Mental Health Promotion

Frontiers in Psychiatry ◽

10.3389/fpsyt.2021.691815 ◽

2021 ◽

Vol 12 ◽

Author(s):

Anna Wong ◽

Iris Chan ◽

Christy H. C. Tsang ◽

Anna Y. F. Chan ◽

Angie K. Y. Shum ◽

...

Keyword(s):

Mental Health ◽

Health Promotion ◽

Program Development ◽

Research Evidence ◽

Well Being ◽

Mental Health Promotion ◽

Social Model ◽

Mechanisms Of Change ◽

Evidence Based ◽

School Based

Background: Schools are a key setting for student well-being promotion. Various school-based mental health programs have been implemented worldwide, with greater emphasis placed on psychological and social aspects. The bio-psycho-social model provides a holistic and integrated view of mental health based on theory and research evidence. Given the importance of considering all three dimensions in mental health promotion, this study explored reasons for the relative neglect of this approach by studying the early phase of school well-being program development and implementation.Method: Seventy-seven Hong Kong government-funded student well-being programs implemented in 2000–2009 were reviewed for the use of biological, psychological, social interventions. Questionnaires and interviews were conducted to explore program leadersz usage and views regarding theoretical frameworks and evidence-based practise and program evaluation. Challenges encountered in the initial stage of school well-being program development and implementation were identified and analysed.Results: Of the 77 programs reviewed, only 5 addressed all three bio-psycho-social factors of mental health. A significantly greater number of programs addressed psychological (n = 63) and social (n = 40) factors compared to those that covered biological factors of mental health (n = 13). Of 24 program implementers who responded to the online survey, 75% claimed to have studied or applied a theoretical framework yet only 41.7% considered evidence-based practises to be important. The majority of interviewed participants valued their own practical experience over theory and research evidence. Many programs lacked rigours evaluation of clear objectives and measurable outcomes, thus the mechanisms of change and program effectiveness were uncertain. Perceived barriers to program adoption and continuation were identified.Conclusion: This study highlighted a neglect of the biological contribution to mental health in school well-being promotion initiatives, possibly due to lack of theoretical knowledge and evidence-based practise among program leaders and implementers in the early phase of school mental health promotion. The bio-psycho-social model should therefore be recommended for student well-being programs as a holistic and integrated theory of mental health underpinning program objectives, mechanisms of change, and measurable outcomes. To develop effective practises in student well-being promotion, more thorough documentation, a rigours evaluation framework and support for frontline educators to evaluate their practises were recommended.

Download Full-text