C-2 Effectiveness of Comprehensive Approaches on Mental Health & Other Issues (BT)This is a featured page

This "first draft" collection or research references, reports and resources has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. This initial collection has been formatted in accordance with the outline for bibliographies/ toolboxes relating to health,safety and social development issues used in this knowledge exchange program. However, please post a comment or create another sub-section or page if the outline does not fit with your approach to these topics.

C-2.Effectiveness of Comprehensive Approaches (Multi-issue, multi-level, multi-agencies - A comprehensive approach considers the whole child, not just the health/social problem all children (especially vulnerable), developmental stages/life course, clusters of behaviours and conditions(e.g. mental health, crime, tobacco, sexual risk-taking, dropouts), community and systems context analysis, synergistic combinations of strategies and initiatives (e.g. police officers, safe schools, character education, early childhood programs), multi-level , inter-sectorial strategies, programs and policies)


ResearchReports/Resources

Effect on overall health


Effect on Mental Health

  • Tennant, R., Goens, C., Barlow, J., Day, C., Stewart-Brown, S. (2007)A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young peopleJournal of Public Mental Health Vol 6, 1, 25-32
  • Schwartz SE, Petersen SB.(2008)A new developmentalist role: connecting youth development, mental health, and education. New Dir Youth Dev 2008;(120):57-77, Table
  • Weist MD (2005) Fulfilling the promise of school-based mental health: moving toward a Public Mental Health Promotion approach.J Abnorm Child Psychol. 2005 Dec;33(6):735-41. Review
  • Hoagwood, K.E., Olin, S.S., Kerker, B.D., Kratochwill, T.R., Crowe, M., Saka, N. (2007) Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders 15: 2: 66-92
  • Wells, J., Barlow, J. & Stewart-Brown, S. (2002). A systematic review of universal approaches to mental health promotion in schools. 2002, Health Services Research Unit: Oxford.
  • Weare K, Markham W. (2005) What do we know about promoting mental health through schools? Promotion & Education, 12(3-4):118–122, September 2005.
  • Harden A, Rees R, Shepherd J,Brunton G, Oliver S, Oakley A(2001)Young people and mental health: a systematic review of research on barriers and facilitators.London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Osher D, Dwyer M, Jackson S. Safe, supportive and successful schools. Colorado: Sopris West Educational Services, 2004
  • Wilson, D.B., Gottfredson, D.C. & Najaka, S.S. (2001). School-based prevention of problem behaviours: a meta-analysis. Journal of Quantitative Criminology, 2001. 17(3), 247-272
  • Patton G, Olsson C, Toumbourou J. Prevention and mental health promotion in adolescents. In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia:McGraw-Hill, 2002. 24-37.
  • Stokols D. Establishing and maintaining healthy environments: toward a social ecology of health promotion.Am Psychol1992;47: 6–22
  • Burns S, Cross D, Alfonso H, Maycock B (2008), Predictors of Bullying among 10 to 11 Year Old School Students in Australia,Advances in School Mental Health Promotion, Vol 1, Issue 2, 49-60
  • Markward MJ, Renner LM Evans CJ (2008) Peer Victimization and Self-Efficacy in Coping with Conflict as Predictors of Depressive Feelings among Females in Early Adolescence,Advances in School Mental Health Promotion, Vol 1, Issue 3, 49-57
  • Velderman MK, van Dorst AG, Wiefferink CH, Detmar SD, Paulussen T (2008) Quality of Life of Victims, Bullies, and Bully/Victims Among School-Aged Children in the Netherlands,Advances in School Mental Health Promotion, Vol 1, Issue 4, 42-52
  • Eggert LL, Thompson EA, Herting JR, et al. Prevention research program: Reconnecting at-risk youth. Special Issue: Mental health nursing 2000: Issues and challenges.Issues in Ment Health Nurs1994; 15(2):107-135.
  • Hawkins JD, Catalano RF, Kosterman R, Abbott R, Hill KG. Preventing adolescent health-risk behaviors by strengthening protection during childhood.Arch Pediatr Adolesc Med1999; 153(3)226-34.
  • Wassef A, Ingham D, Collins ML, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part I: Defining the Problem. Adolescence 1995; 30(119):523-538.
  • Wassef A, Collins ML, Ingham D, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part II: Critique of school- and community-based programs.Adolescence1995; 30(120):757-777.
  • Perkins HJ, Montford CR. The impact of violence in schools: a case study on the role of school-based health centers.Nurs Clin North Am. 2005 Dec; 40(4):671-9,ix.
  • Taylor L, Adelman HS. Mental health in schools: Promising directions for practice.Adolesc Med: State of the Art Reviews1997; 7(2):303-337.
  • Merry S, McDowell H, Wild CJ, Bir J, Cunliffe R. A randomized placebo-controlled trial of a school-based depression prevention program.J Am Acad Child Adolesc Psychiatry.2004 May; 43(5):538-47
  • Willinsky, C., & Anderson, A. (2003). Analysis of Best Practices in Mental Health Promotion Across the Lifespan. Final report. Toronto: Centre for Addiction and Mental Health and Toronto Public Health.
  • Stewart-Brown, S.L.(2006) 'What is the evidence on school health promotion in improving health or preventing disease and, specifically what is the effectiveness of the health promoting schools approach. Copenhagen,',Editors: WHO Regional Office for Europe Health Evidence Network (HEN)
  • World Health Organization. Promoting mental health: concepts, emerging evidence, practice: summary report. France: WHO, 2004
  • Trainor, J., Pomeroy, E. & Pape, B (2004)A Framework of Support
    Canadian Mental Health Association A Framework for Support: 3rd Edition continues the commitment of both partnership and a person-centred approach to mental health policy. It also continues the tradition of innovation in the Framework policy model by introducing a new fundamental concept aimed at better articulating what person-centred approaches should mean.

  • Citizens for Mental Health (2004)Mental Health Priorities of the Voluntary Sector: Development of a Framework for Action, Toronto, ON, Canadian Mental Health Association
    The purpose of this report is to present the process and outcomes of the Citizens for Mental Health project. This includes final recommendations to the federal government regarding the key components of a policy framework necessary for the further evolution of a comprehensive national strategy on mental illness and mental health.
  • Project ACHIEVE(Project ACHIEVEis an evidence-based school effectiveness and school improvement program focusing on the academic and social-emotional/ behavioral progress and success of all students. It uses strategic planning, professional development, and on-site consultation and technical assistance for student achievement, positive school and classroom climates, effective teaching and instruction, and meaningful parent and community outreach and involvement.Project ACHIEVEis implemented in a three-year Implementation Blueprint that is tailored to each participating school. While schools may implementProject ACHIEVE'sstrategies and activities in different sequences to meet their needs and existing statuses, the evidence-based Implementation Blueprint guides the entire process, ensuring the success of each school or district. This whole school approach involves students, staff, administration, and parents building and reinforcing. (Described by CSMH, U of Maryland)
  • Responsive Classroom(Identified by CASEL and others)The goal ofRCRCare focused on positive social interaction and teaching children good social skills which promotes good self-esteem. Teachers are encouraged to get to know their students as well as their student’s families and work toward effective collaboration. In class teachers conduct morning meetings, model positive language and interactions, allow children to create their own rules, and help them problem solve when an issue arises. School-wide, staff must create a sense of community including all policies, procedures and activities. (Described by CSMH, U of Maryland)
Effects on Other Aspects of Health


Effect on Bullying, Aggression and Victimization

Adi, Y., Killoran, A., Janmohamed, K., and Stewart-Brown, S. (2007a)Systematic Review of the effectiveness of interventions to promote mental wellbeing in primary schools: Universal approaches which do not focus on violence or bullying.London: National Institute for Clinical Excellence.

Adi, Y., Schrader McMillan, A., Kiloran, A. and Stewart-Brown, S. (2007b)Systematic review of the effectiveness of interventions to promote mental wellbeing in primary schools: Universal Approaches with focus on prevention of violence and bullying.London: National Institute for Clinical Excellence

Beelmann, A., Pfingsten, U., and Losel, F. (1994) Effects of training social competence in children: A meta-analysis of recent evaluation studies.Journal of Clinical Child Psychology23 (3):260–271.

Browne, G, Gafni, A., Roberts, J. Byrne, C. and Majumdar, G. (2004) Effective/efficient mental health programs for school-age children: a synthesis of reviews.Social Science and Medicine58 (7) 1367-1384

Diekstra, R. (2008) Effectiveness of school-based social and emotional education programmes worldwide- .part one, a review of meta-analytic literature. InSocial and emotional education: an international analysis.Santander: Fundacion Marcelino Botin.pp 255-284

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions.Child Development, 82,474-501.

Farrington, D. P., and Ttofi, M. M. (2009)School-based programs to reduce bullying and victimization. Campbell Systematic Reviews 2009:6 10.4073/csr.2009.6

Greenberg, M. T., Domitrovich, C., and Bumbarger, B. (2001).Preventing mental disorders in school aged children. A review of the effectiveness of prevention programmesPrevention Research Center for the Promotion of Human Development, College of Health and Human Development Pennsylvania State University

Hahn, R. (2007) Task force on community preventive services: effectiveness of universal school-based programs to prevent violent and aggressive behaviour:
A systematic review.American Journal of Preventive Medicine33(2): 114-129.

Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review.Journal of Consulting and Clinical Psychology,74, 401?415

Neil, A. L., & Christensen, H. (2007). Australian school based prevention and early intervention programs for anxiety and depression: a systematic review.Medical Journal of Australia, 186(6): 305-308.

Mytton, J.A., DiGuiseppi, C., Gough, D., Taylor, R.S., and Logan, S. (2006) School-based secondary prevention programmes for preventing violence.Cochrane Database of Systematic Reviews2006, Issue 3. Art. No.: CD004606. DOI: 0.1002/14651858.CD004606.pub2

Rones, M. and Hoagwood, K (2000) School-based mental health services: a research review.Clinical Child and Family Psychological review. 3(4):223-41

Shucksmith, J., Summerbell, C., Jones, S., and Whittaker, V. (2007)Mental wellbeing of children in primary education (targeted/indicated activities).London: National Institute of Clinical Excellence

Vreeman RC and Carroll AE. (2007) A systematic review of school-based interventions to prevent bullying (2007)Archives of Pediatric Adolescent Medicine161(1):78-88.

Waddell, C, Peters, R.V., Hua, R.M. and McEwan, K. (2007) Preventing mental disorders in children: A systematic review to inform policy-makingCanadian Review of Public Health.98 (3) 166-173.

Wells, J., Barlow, J., and Stewart-Brown, S. (2003) A systematic review of universal approaches to mental health promotion in schools.Health Education103(4): 197-220Wellset al(2003)

Wilson, S.J. and Lipsey, M.W. (2007) School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine.2007. 33, 130 – 143.




Programs to Prevent Bullying

Be-Prox Programme: Bernese programme against bullying, Switzerland. Professor Dr Francoise Alsakerfrancoise.alsaker@psy.unibe.ch

Bulli and Pupe – Anti-bullying in Rome, Italy. Anna C. Baldry, Researchera.c.baldry@uvt.n

Flemish School based Anti-bullying programme Prof. Dr. Paulette Van Oostlanociar@r3.roburnet.sk

Good Behaviour Game. Netherlands.http://www.evidencebasedprograms.org

Greek Anti-bullying programme. Eleni Andreouelandr@uth.gr

Kiva programme – anti-bullying in Finland http://www.kivakoulu.fi/content/view/56/171/

Norwegian Anti-bullying programme, Professor David Gallowayd.m.galloway@durham.ac.uk

Olweus Bullying Prevention Dr Reidar Thyholtreidar@thyholt.no
http://www.clemson.edu/olweus/

Resolving Conflict Creatively: http://www.innerresilience-tidescenter.org/

Respect Programme, Norway.http://saf.uis.no/programmes/respect/article5175-2778.html

SAVE, Anti-bullying programme in Seville, Spain. Prof. Rosario Ortega HYPERLINK "mailto:ortegaruiz@uco.es"



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