scholarly journals Learn it, Live it, Teach it, Embed it: Implementing a whole school approach to foster positive mental health and wellbeing through Positive Education

2017 ◽  
Vol 7 (3) ◽  
pp. 56-71 ◽  
Author(s):  
Erin Hoare ◽  
David Bott ◽  
Justin Robinson
Keyword(s):  
Mental Health ◽  
Positive Mental Health ◽  
Positive Education ◽  
Health And Wellbeing ◽  
Whole School ◽  
Whole School Approach

scholarly journals A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School

2018 ◽  
Vol 8 (4) ◽  
pp. 9 ◽  
Author(s):  
Wai Chun Cherry Au ◽  
Kerry John Kennedy
Keyword(s):  
Mental Health ◽  
Hong Kong ◽  
Positive Psychology ◽  
Mental Health Problems ◽  
School Curriculum ◽  
Supporting Evidence ◽  
Positive Education ◽  
Whole School ◽  
Whole School Approach ◽  
Group Interviews

Students’ mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program’s effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program’s effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefitted from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students’ wellbeing by infusing essence from positive psychology to the school curriculum.

scholarly journals Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: a case-study of innovative local practice within The School Health Research network

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nina Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Outcome Evaluation ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research-led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the programme theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. Methods A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. Results The study reports the six phases of the pragmatic formative process evaluation. These are: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify potential programme theory; outcomes; and contextual characteristics that influence implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production and confirmation of an initial programme theory with stakeholders; 5) planning to optimise intervention delivery in local contexts; and 6) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Conclusions Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

scholarly journals What do we know about promoting mental health through schools?

2005 ◽  
Vol 12 (3-4) ◽  
pp. 118-122 ◽  
Author(s):  
Katherine Weare ◽  
Wolfgang Markham
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Well Being ◽  
Risk Groups ◽  
Evidence Base ◽  
Social Contexts ◽  
Developmental Approach ◽  
Whole School ◽  
Whole School Approach ◽  
Promote Mental Health

There is a growing evidence base on what schools need to do to promote mental health effectively. There is strong evidence that they need first and foremost to use a whole school approach. This shapes the social contexts which promote mental health and which provide a backdrop of measures to prevent mental health disorders. In this context the targeting of those with particular needs and the work of the specialist services can be much more effective. Schools need to use positive models of mental health, which emphasise well being and competence not just illness- this will help overcome problems of stigma and denial and promote the idea of mental health as 'everyone's business'. The most effective programmes in schools which address mental health have the following characteristics: • They provide a backdrop of universal provision to promote the mental health of all and then target those with special needs effectively. • They are multi-dimensional and coherent. • They create supportive climates that promote warmth, empathy, positive expectations and clear boundaries. • They tackle mental health problems early when they first manifest themselves and then take a long term, developmental approach which does not expect immediate answers. • They identify and target vulnerable and at risk groups and help people to acquire the skills and competences that underlie mental health. • They involve end users and their families in ways that encourage a feeling of ownership and participation, and provide effective training for those who run the programmes, including helping them to promote their own mental health. Using these starting points, we need to develop a rigorous evidence-based approach on this issue. We also require the facilitation of the dissemination of such research findings while encouraging new and innovative approaches.

scholarly journals Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial

2021 ◽  
pp. 1-20
Author(s):  
Jochem M. Goldberg ◽  
Marion P. J. Sommers-Spijkerman ◽  
Aleisha M. Clarke ◽  
Karlein M. G. Schreurs ◽  
Ernst T. Bohlmeijer
Keyword(s):  
Positive Education ◽  
Experimental Trial ◽  
Whole School ◽  
Quasi Experimental ◽  
Whole School Approach

scholarly journals Impact on staff of the Mentally Healthy Schools Framework

2020 ◽  
Vol 120 (5/6) ◽  
pp. 289-296
Author(s):  
Julia Anwar-McHenry ◽  
Catherine F. Drane ◽  
Phoebe Joyce ◽  
Robert J. Donovan
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Well Being ◽  
Substantial Impact ◽  
Student Mental Health ◽  
Content Type ◽  
Whole School ◽  
Healthy Schools ◽  
Whole School Approach ◽  
Taking Action

PurposeThe Mentally Healthy Schools Framework (MHSF), based on the population-wide Act-Belong-Commit mental health promotion campaign, is a whole-school approach primarily targeting student mental health, but it is also intended for staff. This paper presents the results of an impact survey on staff after the implementation of the Framework in a number of schools in Western Australia.Design/methodology/approachA baseline questionnaire was completed by n = 87 staff at schools that had just signed up to the programme, and a participant questionnaire was completed by n = 146 staff at schools that had been participating for at least 17 months.FindingsThe results show that the Framework has had a substantial impact on many staff in terms of increased mental health literacy and taking action to improve their mental health.Originality/valueMental health interventions in schools generally focus on students' well-being and how to deal with student mental health problems. There are few comprehensive interventions that also include staff well-being.

scholarly journals Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel’s perspectives in implementing a whole school approach to promote youth mental health

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e030728
Author(s):  
Yu Qi Wu ◽  
Mariette Chartier ◽  
Gia Ly ◽  
Ari Phanlouvong ◽  
Shelby Thomas ◽  
...  
Keyword(s):  
Mental Health ◽  
First Nations ◽  
Qualitative Case Study ◽  
Self Regulation ◽  
School Personnel ◽  
Successful Implementation ◽  
Whole School ◽  
Whole School Approach ◽  
Good Behaviour

ObjectivesPAX-Good Behaviour Game (PAX-GBG) is associated with improved mental health among youth. First Nations community members decided on a whole school approach to facilitate PAX-GBG implementation, by offering intervention training to all staff members in their schools. Our objective is to gain a greater understanding of how this approach was viewed by school personnel, in order to improve implementation in remote and northern First Nations communities.DesignWe conducted a qualitative case study using semi-structured interviews.SettingInterviews were conducted in First Nations schools located in northern Manitoba, Canada, in February 2018.ParticipantsWe used purposive sampling in selecting the 23 school staff from First Nations communities.InterventionPAX-GBG is a mental health promotion intervention that teachers deliver in the classroom alongside normal instructional activities. It was implemented school-wide over 4 months from October 2017 to February 2018.Outcome measuresWe inquired about the participants’ perception of PAX-GBG and the whole school approach. We applied an iterative coding system, identified recurring ideas and classified the ideas into major categories.ResultsImplementing the PAX-GBG whole school approach improved students’ behaviour and created a positive school environment. Students were learning self-regulation, had quieter voices and demonstrated awareness of the PAX-GBG strategies. All teachers interviewed had used the programme. Support from school administrators and having all school personnel use the programme consistently were facilitators to successful implementation. Challenges included the timing of training, lack of clarity in how to implement and implementing among students in older grades and those with special needs.ConclusionsThe whole school approach to implementing PAX-GBG was viewed as an acceptable and feasible way to extend the reach of PAX-GBG in order to promote the mental health of First Nations youth. Recommendations included ensuring school leadership support, changes to the training and cultural and literacy adaptations.

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