'School behaviour difficulties, school based interventions, and inclusive education' - In Conversation with Dr. Alice Jones Bartoli

2021 ◽  
Keyword(s):  
Mental Health ◽  
Inclusive Education ◽  
School Life ◽  
Interdisciplinary Methods ◽  
School Based ◽  
School Based Interventions

In this podcast with Dr. Alice Jones Bartoli is on school behaviour difficulties, school based interventions and inclusive education. Alice’s work uses interdisciplinary methods to focus largely on school behaviour and mental health across a child's school life.

Practitioner Review: School-based interventions in child mental health

2016 ◽  
Vol 57 (12) ◽  
pp. 1337-1359 ◽  
Author(s):  
Frank W. Paulus ◽  
Susanne Ohmann ◽  
Christian Popow
Keyword(s):  
Mental Health ◽  
Child Mental Health ◽  
School Based ◽  
School Based Interventions

School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale

2011 ◽  
Vol 23 (2) ◽  
pp. 411-421 ◽  
Author(s):  
Lawrence Aber ◽  
Joshua L. Brown ◽  
Stephanie M. Jones ◽  
Juliette Berg ◽  
Catalina Torrente
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Translational Research ◽  
Mental Health Problems ◽  
Health Problems ◽  
Prevention Strategies ◽  
School Based ◽  
School Based Interventions ◽  
Population Scale ◽  
Positive Impacts

AbstractChildren's trauma-related mental health problems are widespread, largely untreated and constitute significant barriers to academic achievement and attainment. Translational research has begun to identify school-based interventions to prevent violence, trauma and psychopathology. We describe in detail the findings to date on research evaluating one such intervention, the Reading, Writing, Respect, and Resolution (4Rs) Program. The 4Rs Program has led to modest positive impacts on both classrooms and children after 1 year that appear to cascade to more impacts in other domains of children's development after 2 years. This research strives not only to translate research into practice but also translate practice into research. However, considerable challenges must be met for such research to inform prevention strategies at population scale.

scholarly journals Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e022560 ◽  
Author(s):  
Karen Mackenzie ◽  
Christopher Williams
Keyword(s):  
Mental Health ◽  
Outcome Measure ◽  
Well Being ◽  
Study Quality ◽  
Methodological Issues ◽  
Positive Effects ◽  
School Based ◽  
School Based Interventions ◽  
The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

School Bullying and Advocacy

2018 ◽  
pp. 255-287
Author(s):  
Georgios A. Kougioumtzis ◽  
Joanne Verykiou ◽  
Afroditi Mallouchou
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Inclusive Education ◽  
School Bullying ◽  
Educational Systems ◽  
School Life ◽  
Modern School ◽  
Interdisciplinary Field ◽  
Or Groups ◽  
Ultimate Objective

In this chapter, the phenomenon of bullying is being approached. A phenomenon which is an internationally recognized problem, with multifactorial etiology. As this phenomenon manifests itself in various cruel forms, its functions are particularly aggravating and affect the mental health of children and adolescents during their school life. In order to address this phenomenon, the dire need of advocacy is proposed by the authors. Advocacy is an interdisciplinary field of many different acting individuals, aiming to influence social / educational systems and institutions. Their ultimate objective is to fight against discriminations, stigmatization and social exclusion of any vulnerable persons or groups, with the ultimate aim of promoting equality, social justice, inclusive education and the defending of human rights. In order for us to have an effective modern school and be able to alleviate any potential conflicts, all parties involved – teachers, students, parents and the wider community – ought to advocate safeguarding the rights of all students through a wider culture change.

School Bullying and Advocacy

2021 ◽  
pp. 1-33
Author(s):  
Georgios A. Kougioumtzis ◽  
Joanne Verykiou ◽  
Afroditi Mallouchou
Keyword(s):  
Mental Health ◽  
Human Rights ◽  
Inclusive Education ◽  
School Bullying ◽  
Educational Systems ◽  
School Life ◽  
Modern School ◽  
Interdisciplinary Field ◽  
Or Groups ◽  
Ultimate Objective

In this chapter, the phenomenon of bullying is being approached. A phenomenon which is an internationally recognized problem, with multifactorial etiology. As this phenomenon manifests itself in various cruel forms, its functions are particularly aggravating and affect the mental health of children and adolescents during their school life. In order to address this phenomenon, the dire need of advocacy is proposed by the authors. Advocacy is an interdisciplinary field of many different acting individuals, aiming to influence social / educational systems and institutions. Their ultimate objective is to fight against discriminations, stigmatization and social exclusion of any vulnerable persons or groups, with the ultimate aim of promoting equality, social justice, inclusive education and the defending of human rights. In order for us to have an effective modern school and be able to alleviate any potential conflicts, all parties involved – teachers, students, parents and the wider community – ought to advocate safeguarding the rights of all students through a wider culture change.

‘Creating mentally healthy schools’ – In conversation with Professor Jess Deighton

2021 ◽  
Keyword(s):  
Mental Health ◽  
School Based ◽  
Healthy Schools ◽  
School Based Interventions

We are honoured to spend some time talking to Professor Jess Deighton, about the role schools can play in young people's mental health, about school-based interventions, and some insights from her latest research.

scholarly journals School-based interventions for preventing substance use in indigenous children ages 7–13: a scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e034032
Author(s):  
Geoffrey Maina ◽  
Taryn Phaneuf ◽  
Megan Kennedy ◽  
Maeve Mclean ◽  
Ann Gakumo ◽  
...  
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Scoping Review ◽  
Research Question ◽  
Physical And Mental Health ◽  
Substance Use Prevention ◽  
School Based ◽  
Scoping Reviews ◽  
Indigenous Children ◽  
School Based Interventions

IntroductionThroughout the world, indigenous peoples share traumatic colonial experiences that have caused gross inequalities for them and continue to impact every aspect of their lives. The effect of intergenerational trauma and other health disparities have been remarkable for Indigenous children and adolescents, who are at a greater risk of adverse mental health and addiction outcomes compared with non-indigenous people of the same age. Most indigenous children are exposed to addictive substances at an early age, which often leads to early initiation of substance use and is associated with subsequent physical and mental health issues, poor social and relational functioning, and occupational and legal problems. The aim of this paper is to report the protocol for the scoping review of school-based interventions for substance use prevention in Indigenous children ages 7–13 living in Canada, the USA, Australia and New Zealand. This scoping review seeks to answer the following questions: (1) What is known about indigenous school-based interventions for preventing substance use and (2) What are the characteristics and outcomes of school-based interventions for preventing substance use?Methods and analysisThis scoping review will use steps described by Arksey and O’Malley and Levac: (1) identifying the research question(s); (2) identifying relevant studies; (3) selecting the studies; (4) charting the data; (5) collating, summarising and reporting the results and (6) consulting with experts. Our findings will be reported according to the guidelines set by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.Ethics and disseminationEthics review approval is not required for this project. Findings from this study will be presented to lay public, at scientific conferences and published in a peer-reviewed journal.

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