C-4 Effectiveness of Whole School Strategies on Mental Health (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.

Whole School (HPS) (involving only school-based personnel in delivery)


Research
Reports/Resources

Weare K. Developing the emotionally literate school. London: Paul Chapman Publishing, 2004

Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008).The positive impact of social and emotional learning for kindergarten toeighth-grade students: Findings from three scientifi c reviews.Chicago, IL: Collaborative for Academic, Social, and Emotional Learning

Glover S, Butler H. Facilitating health promotion within school communities. In: Moodie R, Hulane A, editors. Hands-on health promotion. Melbourne: IP communications, 2004. 299-310

Patton J, Glover S, Bond L, Butler H, Godfrey C, Di Pietro G, et al. The Gatehouse Project: a systematic approach to mental health promotion in secondary schools.Aust N Z J Psychiatry2000; 34: 586-93

Wells J, Barlow J, Stewart-Brown S. A systematic review of universal approaches to mental health promotion in schools.Health Educ

Patton G, Bond L, Butler, H. Glover, S. Changing schools, changing health? design and implementation of the Gatehouse Project.J Adolesc Health2003;33: 231-9

Hendren RL, Weisen RB, Orley J. Mental health programs in schools. Geneva: World Health Organization, Division of Mental Health 1994.

Paternite CE. School-based mental health programs and services: overview and introduction to the special issue.J Abnorm Child Psychol.2003;103(4): 197-220 2005 Dec; 33(6):657-63.
Weist, M. D. (2005).Fulfilling the promise of school-based mental health: Moving toward a public mental health promotion approach. Journal of Abnormal Child Psychology, 33, 6

  • Child Friendly Schools (UNICEF)UNICEF has developed aframework for rights-based, child-friendly educational systems and schoolsthat are characterized as "inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999). Within this framework:
    • The school is a significant personal and social environment in the lives of its students. A child-friendly shool ensures every child an environment that is physically safe, emotionally secure and psychologically enabling.
    • Teachers are the single most important factor in creating an effective and inclusive classroom.
    • Children are natural learners, but this capacity to learn can be undermined and sometimes destroyed. A child-friendly school recognizes, encourages and supports children's growing capacities as learners by providing a school culture, teaching behaviours and curriculum content that are focused on learning and the learner.
    • The ability of a school to be and to call itself child-friendly is directly linked to the support, participation and collaboration it receives from families.
    • Child-friendly schools aim to develop a learning environment in which children are motivated and able to learn. Staff members are friendly and welcoming to children and attend to all their health and safety needs.
  • Inclusive Education(UNESCO)
    Inclusive quality education is fundamental to achieving human, social and economic development, affirmed Ministers of Education and heads of delegation from 153 UNESCO Member States that met in Geneva at the 48th session of the International Conference on Education (ICE, November 2008). They also agreed that governments as well as all the other social actors have an important role in providing a quality education for all and, in doing so, should recognize the importance of a broadened concept of inclusive education that addresses the diverse needs of all learners and that is relevant, equitable and effective. The Conference called upon Member States to adopt an inclusive education approach in the design, implementation, monitoring and assessment of educational policies as a way to further accelerate the attainment of Education for All (EFA) goals as well as to contribute to building more inclusive societies. To this end, a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and equal access of all levels of society to learning opportunities so as to implement the principles of inclusive education.
  • Gatehouse Project
    The Gatehouse Project researched ways of promoting the emotional well-being of students in Victorian "lower" (grades 8-10) secondary schools, between 1996 and 2002. The program implemented by the intervention schools in the Project provided schools with strong conceptual and operational frameworks to enhance understanding of adolescent mental health needs and an evidence-based process for planning, implementing and evaluating practical interventions, including both individual-focused (skills training curriculum) and environment-focused approaches to change. Three key areas of action are identified: building a sense of security and trust, enhancing communication and social connectedness, and building a sense of positive regard though valued participation in aspects of school life. (Identified by theCanadian Best Practices Portal)
  • MindMatters
    MindMatters is a national mental health initiative for secondary schools funded by the Australian government. MindMatters is a resource and professional development program supporting Australian secondary schools in promoting and protecting thementalhealth, social and emotional wellbeing of all the members of school communities. (Identified by theCanadian Best Practices Portal)
  • Responding in Peaceful and Positive Ways (RIPP)
    A school-based violence prevention program for middle school students. RiPP is designed to be implemented along with a peer mediation program. Students practice using a social-cognitive problem-solving model to identify and choose nonviolent strategies for dealing with conflict. RiPP emphasizes behavioral repetition and mental rehearsal of the social-cognitive problem-solving model, experiential learning techniques, and didactic learning modalities. RiPP sessions are taught in the classroom by a school-based prevention specialist and are typically incorporated into existing social studies, health, or science classes. (Identified by theCanadian Best Practices Portal)
  • Seattle Social Development Project
    Each year through the elementary grades, parents and teachers in intervention classrooms learned how to actively engage children in learning, strengthen bonding to family and school, and encourage children's positive behaviors. The program consisted of yearly parent and teacher training, student social influences /social competency training provided in grades 1 through 6. (Identified by theCanadian Best Practices Portal)
  • Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R. Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators.Alexandria, VA: Association for Supervision and Curriculum.



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