Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives

2015 ◽  
Vol 117 (13) ◽  
pp. 67-82
Author(s):  
Gretchen Brion-Meisels
Keyword(s):  
Young People ◽  
Information Sharing ◽  
Support Systems ◽  
Student Support ◽  
Referral Process ◽  
Mandated Reporting ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Support Relationships

Although student support systems exist in most U.S. schools today, these systems frequently operate without input from young people. Here, I draw on data from two studies that explore youth perspectives of support processes, arguing that both school organizations and individual students will benefit from centering youth voices in student support systems. To make this argument, I describe three central practices of school-based support processes and explore how young people's voices might (re)shape these practices. I begin by investigating the practice of “referring in,” the ways in which students are invited into and included in school-based support processes. I highlight the need for making students’ voices central in the referral process. Next, I investigate the practice of “referring out” students to school- and community-based providers—the professionalization of help. Here, I highlight the importance of trust and fit in facilitating effective support relationships. Finally, I explore the practice of “referring up” by examining the hierarchies of mandated reporting that exist in schools. I conclude with the argument that adults and youth must collaborate to improve information-sharing systems.

School and Community - based Youth Mental Health Intervention Studies in India: A Scoping Review

2019 ◽  
Vol 2 (02) ◽  
pp. 14-22
Author(s):  
Ragaviveka Gopalan ◽  
C Sangeetha ◽  
P Ramakrishnan ◽  
Vijaya Raghavan
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Disorders ◽  
Youth Mental Health ◽  
Health Interventions ◽  
Community Based Interventions ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Mental Health Interventions

BACKGROUND About 70% of mental disorders emerge in late childhood and young peo-ple bear the burden of these disorders throughout life. Yet, to date there has been com-paratively little research on mental health interventions for young people in India and not many attempts have been made to collate the existing literature. This systematic review aims to synthesize the available evidence on school- and community-based mental health interventions for young people in India. METHODS A range of major electronic databases were searched systematically, and the abstracts of relevant papers were independently examined for possible inclusion. Selected papers were read in full text and a standardized set of data items were extracted. RESULTS Four papers met inclusion criteria for the analysis; two studies of school-based interventions for adolescents and two studies evaluating out-of-school community interventions for youth were reviewed. The quality of evidence from the interventions in Indian school and community settings were poor. While two studies evidence the effectiveness of a school-based life skills programme and a community based multicomponent intervention designed to promote youth health, two other studies do not offer sufficient data. CONCLUSION The review findings indicate that the number of interventional studies conducted in India to address youth mental health issues are very limited. Hence, it is extremely difficult to ensure the feasibility and effectiveness of school and community-based interventions in India. Further research is warranted to establish whether interventions promoting youth mental health people can be implemented effectively in Indian settings with positive mental health outcomes. Given the possibility of a huge population of young people at-risk or experiencing mental disorders, evidence for the efficacy of youth mental health interventions is crucial.

scholarly journals School and Community - based Youth Mental Health Intervention Studies in India: A Scoping Review

2019 ◽  
Vol 2 (02) ◽  
pp. 14-22
Author(s):  
Ragaviveka Gopalan ◽  
C Sangeetha ◽  
P Ramakrishnan ◽  
Vijaya Raghavan
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Disorders ◽  
Youth Mental Health ◽  
Health Interventions ◽  
Community Based Interventions ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Mental Health Interventions

BACKGROUND About 70% of mental disorders emerge in late childhood and young peo-ple bear the burden of these disorders throughout life. Yet, to date there has been com-paratively little research on mental health interventions for young people in India and not many attempts have been made to collate the existing literature. This systematic review aims to synthesize the available evidence on school- and community-based mental health interventions for young people in India. METHODS A range of major electronic databases were searched systematically, and the abstracts of relevant papers were independently examined for possible inclusion. Selected papers were read in full text and a standardized set of data items were extracted. RESULTS Four papers met inclusion criteria for the analysis; two studies of school-based interventions for adolescents and two studies evaluating out-of-school community interventions for youth were reviewed. The quality of evidence from the interventions in Indian school and community settings were poor. While two studies evidence the effectiveness of a school-based life skills programme and a community based multicomponent intervention designed to promote youth health, two other studies do not offer sufficient data. CONCLUSION The review findings indicate that the number of interventional studies conducted in India to address youth mental health issues are very limited. Hence, it is extremely difficult to ensure the feasibility and effectiveness of school and community-based interventions in India. Further research is warranted to establish whether interventions promoting youth mental health people can be implemented effectively in Indian settings with positive mental health outcomes. Given the possibility of a huge population of young people at-risk or experiencing mental disorders, evidence for the efficacy of youth mental health interventions is crucial.

scholarly journals Prevalence of mental health problems in schools: poverty and other risk factors among 28 000 adolescents in England

2019 ◽  
Vol 215 (3) ◽  
pp. 565-567 ◽  
Author(s):  
Jessica Deighton ◽  
Suzet Tanya Lereya ◽  
Polly Casey ◽  
Praveetha Patalay ◽  
Neil Humphrey ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Young People ◽  
Conduct Problems ◽  
Large Scale ◽  
Mental Health Problems ◽  
Health Problems ◽  
Community Based ◽  
School Based ◽  
Mental Health Difficulties

SummaryCurrent mental health provision for children is based on estimates of one in ten children experiencing mental health problems. This study analyses a large-scale community-based dataset of 28 160 adolescents to explore school-based prevalence of mental health problems and characteristics that predict increased odds of experiencing them. Findings indicate the scale of mental health problems in England is much higher than previous estimates, with two in five young people scoring above thresholds for emotional problems, conduct problems or hyperactivity. Gender, deprivation, child in need status, ethnicity and age were all associated with increased odds of experiencing mental health difficulties.Declarations of interestNone.

scholarly journals Building College Readiness: Theories and Practices

2021 ◽  
Vol 25 (3) ◽  
pp. 62-71
Author(s):  
L. G. Wariyo ◽  
A. Asgedom
Keyword(s):  
Student Learning ◽  
College Readiness ◽  
Support Systems ◽  
Early Years ◽  
Community Based ◽  
Traditional School ◽  
School Based ◽  
The World ◽  
Teaching Learning ◽  
K 12

The purpose of this study was to 1) explore theories and practices in building college readiness; 2) examine the Ethiopian college readiness policy and the Ethiopian preparatory for higher education curriculum through the lens of the theories and practices around the world.Materials and methods. To achieve these objectives, extant literature reviews were conducted. The international research databases such as Scimago Journal and Country Rank, Web of Science, and Google Scholar were used for the collection of the resources. Some local government reports and research findings were accessed in hard copy. The resources reviewed in this study consist of quantitative, qualitative, mixed-methods empirical research reports, and systematic reviews. This systematic review mainly focused on 1) searching for interventionist approaches, theories, and practices of building college readiness across k-12 education beyond the traditional school-based teaching and learning arena; 2) how the trends in building college readiness focused on narrowing the gap between theory and practices through student supports from early years of schooling as well as how the practices focused on managing and monitoring student learning outcomes effectively.Results. The review analysis shows that the current practice of building college readiness has spread its roots in societal and ecological grounds than ever before. For this reason, the traditional school-based college readiness building tends to be more supplemented by the advanced, research-oriented, and community-based, or ecologically grounded early support and monitoring of student progress. The Ethiopian college readiness curriculum, admission processes, and practices in teaching-learning are highly school-based and traditional compared to the contemporary practices of building college readiness around the world. The early warning and support systems are highly dependent on the teachers’ classroom tests and national assessments that are administered at some grade levels only.Conclusion. Building college readiness is a significant factor in promoting college success and higher education student learning outcomes. The contemporary college readiness and transition to higher education is highly affected by multiple personal and ecological factors, in addition to the traditional school, curriculum, and teachinglearning factors. Multiple community-based and research-oriented early interventions and support systems need to supplement the role of schooling in building college readiness. The curriculum and teaching-learning processes need to be rich enough in narrowing the gap between theories and practices. The teachers play a great role in building college readiness.

Lived Experiences of Young People who Live with Mental Healthcare Users in Limpopo, South Africa

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Mamakota Maggie Molepo ◽  
Faniswa Honest Mfidi
Keyword(s):  
South Africa ◽  
Mental Illness ◽  
Young People ◽  
Lived Experiences ◽  
Daily Living ◽  
Support Systems ◽  
Family Members ◽  
Mental Healthcare ◽  
Limpopo Province ◽  
Burden Sharing

Mental illness is more than just the diagnosis to an individual – it also has an impact on the social functioning of the family at large. When a parent or relative has a mental illness, all other family members are affected, even the children. The purpose of the study was to provide insight into the lived experiences of young people who live with mental healthcare users and the way in which their daily coping can be maximised. A qualitative, descriptive, phenomenological research was undertaken to explore and describe the lived experiences of young people who live with mental healthcare users in the Limpopo province, South Africa. Audiotaped, unstructured in-depth interviews were conducted with 10 young people who grew up and lived with a family member who is a mental healthcare user in their homes, until data saturation was reached. A content analysis was used to derive themes from the collected qualitative data. Four major themes emerged as features reflective of the young people’s daily living with mental healthcare user, namely psychological effects, added responsibilities, effects on school performances, and support systems. This study recommends that support networks for young people be established through multidisciplinary team involvement and collaboration and the provision of burden-sharing or a relief system during times of need. With the availability of healthy coping mechanisms and support systems, the daily living situations and coping of young people could be maximised, thereby improving their quality of life while living with their family members with mental illness.

Redefining ‘Industry’: Young People and Cultural Policy in Australia

1999 ◽  
Vol 90 (1) ◽  
pp. 123-138 ◽  
Author(s):  
Mary Ann Hunter
Keyword(s):  
Young People ◽  
Cultural Policy ◽  
Culture Industry ◽  
Cultural Development ◽  
New Paradigm ◽  
Community Based ◽  
Policy Responses ◽  
Statistical Framework ◽  
Leisure Industry

This article considers the place of youth arts and cultures in the cultural industries approach to cultural policy. It argues that the ‘covert economic overlay’ (Brokensha, 1996: 101) of the Australian National Culture–Leisure Industry Statistical Framework privileges certain processes in a ‘government convenient’ model of industry inputs and outcomes, and that the assumptions of this model are challenged by youth-specific and community-based modes of production. Furthermore, it argues that the philosophies and practices of contemporary youth-specific arts organisations have the potential to redefine ‘culture industry’ and contribute to a ‘coherent new paradigm’ of cultural policy (UNESCO, 1995: 232). This paper makes these arguments by examining the place of youth arts and cultures in the existing environment of cultural industrialisation, by considering recent government policy responses to young people's cultural activity and by addressing long-term policy issues for the support of young people and cultural development.

scholarly journals Engaging young people in the design of a sexual reproductive health intervention: Lessons learnt from the Yathu Yathu (“For us, by us”) formative study in Zambia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Melvin Simuyaba ◽  
Bernadette Hensen ◽  
Mwelwa Phiri ◽  
Chisanga Mwansa ◽  
Lawrence Mwenge ◽  
...  
Keyword(s):  
Young People ◽  
Reproductive Health ◽  
Iterative Process ◽  
Service Use ◽  
Service Providers ◽  
Peer Pressure ◽  
Post Exposure Prophylaxis ◽  
Community Based ◽  
Research Activities ◽  
Lessons Learnt

Abstract Background Meeting the sexual and reproductive health (SRH) needs of adolescents and young people (AYP) requires their meaningful engagement in intervention design. We describe an iterative process of engaging AYP to finalise the design of a community-based, peer-led and incentivised SRH intervention for AYP aged 15–24 in Lusaka and the lessons learnt. Methods Between November 2018 and March 2019, 18 focus group discussions, eight in-depth interviews and six observations were conducted to assess AYP’s knowledge of HIV/SRH services, factors influencing AYP’s sexual behaviour and elicit views on core elements of a proposed intervention, including: community-based spaces (hubs) for service delivery, type of service providers and incentivising service use through prevention points cards (PPC; “loyalty” cards to gain points for accessing services and redeem these for rewards). A total of 230 AYP (15 participated twice in different research activities) and 21 adults (only participated in the community mapping discussions) participated in the research. Participants were purposively selected based on age, sex, where they lived and their roles in the study communities. Data were analysed thematically. Results Alcohol and drug abuse, peer pressure, poverty, unemployment and limited recreation facilities influenced AYP’s sexual behaviours. Adolescent boys and young men lacked knowledge of contraceptive services and all AYP of pre and post exposure prophylaxis for HIV prevention. AYP stated a preference for accessing services at “hubs” located in the community rather than the health facility. AYP considered the age, sex and training of the providers when choosing whom they were comfortable accessing services from. PPCs were acceptable among AYP despite the loyalty card concept being new to them. AYP suggested financial and school support, electronic devices, clothing and food supplies as rewards. Conclusions Engaging AYP in the design of an SRH intervention was feasible, informative and considered responsive to their needs. Although AYP’s suggestions were diverse, the iterative process of AYP engagement facilitated the design of an intervention that is informed by AYP and implementable. Trial registration This formative study informed the design of this trial: ClinicalTrials.gov, NCT04060420. Registered 19 August, 2019.

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