Pupils with social, emotional and mental health (SEMH) needs

2021 ◽  
pp. 73-82
Author(s):  
Dennis Piper
Keyword(s):  
Mental Health ◽  
Social Emotional

Guidelines for Adapting Mindfulness-Based School Interventions with Underserved Youth

2021 ◽  
Author(s):  
Mary Lynd Phan ◽  
Tyler L Renshaw
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Health Disparities ◽  
Quality Of Care ◽  
Health Services ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Underserved Youth ◽  
Diverse Youth

Low-income and ethnically diverse youth in the United States have unmet needs for mental health services; however, these same youth are unlikely to be connected with high-quality mental health care. Promoting social-emotional competencies through school-based service delivery is one potential solution for improving the accessibility and quality of care for diverse youth facing mental health disparities. Mindfulness, conceived as a set of practices to cultivate social-emotional competencies, can therefore be useful for improving the accessibility and quality of care for diverse youth facing mental health disparities. Given the growing interest in MBSIs and the need to enhance equity in youth mental health services more generally, we provide guidelines to help practicing clinicians successfully adapt and implement MBSIs with underserved youth. First, we offer recommendations for clinicians to enhance underserved youths’ engagement with MBSIs. Next, we overview implementation approaches that clinicians could use for increasing access to MBIs in school settings. Following, we discuss strategies clinicians might employ when working with teachers to effectively implement MBSIs with underserved youth in their classrooms. Ultimately, we hope the guidelines offered in this paper might help inform better practice—as well as motivate further, better research—that advances equitable mental health care in schools with underserved youth.

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

AAP Healthy Development and Well-Child Support Chart

2019 ◽  
Author(s):  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Adolescent Development ◽  
Child Support ◽  
Toxic Stress ◽  
Social Emotional ◽  
Healthy Development ◽  
Behavioral Concerns ◽  
Well Child Visit ◽  
Child Visit

This new chart is an easy-to-use reference covering important areas in the pediatric well-child visit: developmental and social-emotional milestones, adolescent development, mental health, behavioral concerns, toxic stress and resilience, physical activity, sleep, and more. https://shop.aap.org/aap-healthy-development-and-well-child-support-chart-paperback/

scholarly journals A Brief Introduction to the Multidimensional Intercultural Training Acculturation Model (MITA) for Middle Eastern Adolescent Refugees

2018 ◽  
Vol 15 (7) ◽  
pp. 1516 ◽  
Author(s):  
Atefeh Fathi ◽  
Usama El-Awad ◽  
Tilman Reinelt ◽  
Franz Petermann
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Emotional Competence ◽  
Traumatic Events ◽  
Cultural Adjustment ◽  
Intercultural Training ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Adolescent Refugees ◽  
Intentions To Return

The large number of adolescent refugees around the world constitutes a great challenge for societies. However, current models of acculturation have been developed for migrants, but not specifically for adolescent refugees. Crucial factors to describe adolescent refugee acculturation, such as intentions to return to their homeland, especially with respect to adolescent refugees with temporary residency and experiences of potentially traumatic events, are missing. Hence, the Multidimensional Intercultural Training Acculturation (MITA) model is introduced. The model proposes that two major concerns for adolescent refugees, which are socio-cultural adjustment and mental health, are predicted by intercultural and social–emotional competence, intentions to return to their homeland, and experiences of traumatic events. Moreover, the effects of three modes of acculturation are also proposed in the model. It is expected that these variables mediate the effects of intercultural competence, social–emotional competence, intentions to return to the homeland, and experiences of traumatic events on socio-cultural adjustment as well as mental health. Finally, it is also expected that in-group social support and out-group social support moderate the direct connection between the experiences of traumatic events and mental health.

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