D-2 Curriculum & Instruction in 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.

D-2 Instructional Interventions(Focus on general as well as specific skills, specific functional knowledge, normative beliefs, teacher skills, support for instruction, better scope/sequence of curricula)

Research

Reports/Resources
General Overview/Curriculum Design/Intended Learning Outputs

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.

Blank , L. Baxter, S. Goyder, L., Guillaume,L., Wilkinson, A, Hummel, S. and Chilcott, J. (2009)Systematic review of the effectiveness of universal interventions which aim to promote emotional and social wellbeing in secondary schools.London: National Institute for Clinical Excellence.

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

Catalano, R., Berglund, M.L., Ryan, G.A.M., Lonczak, H.S. and Hawkins, J.D. (2002) Positive youth development in the United States: Research findings on evaluations of positive youth development programsPrevention & Treatment, Volume 5, Article 15.

Diekstra, R. (2008a) 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. (2007).The impact of after-school programs that promote personal and social skills.Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

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.

Gansle, K.A.(2005) The effectiveness of school based anger interventions and programmes: a meta-analysis.Journal of School Psychology,43: 321-341

Garrard, W, and Lipsey, M. (2007) Conflict resolution education and anti-social behavior in US schools. A meta-analysis.Conflict Resolution Quarterly, 25 (1): 9-37.

Green, J., Howes, F., Waters, E., Maher, E. and Oberklaid, F. (2005). Promoting the social and emotional health of primary school aged children: reviewing the evidence base for school based interventions.International Journal of Mental Health Promotion,7 (3): 30?36

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

Merry S.N., McDowell H.H., Hetrick S.E., Bir J.J., and Muller N. (2004) Psychological and/or educational interventions for the prevention of depression in children and adolescents.Cochrane Database of Systematic ReviewsIssue 2. Art. No.: CD003380. DOI: 10.1002/14651858.CD003380.pub2. New Zealand

Mytton JA, DiGuiseppi C, Gough D, Taylor RS, 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

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.

Reddy. L.A., Newman, E., DeThomas Courtney, A. and Chun, V.(2009) Effectiveness of school?based prevention and intervention programs for children and adolescents with emotional disturbance: A meta? analysis.Journal of School Psychology, 47 (2) 77?99Rones and Hoagwood

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

Vreeman and Carroll (2007)

Weare, K (2000) Promoting mental, emotional and social health: a whole school approach. Routledge, London.

Waddell, C, Peters, R.V., Hua, R.M. and McEwan, K. (2007) Preventing Mental Disorders in Children: A Systematic Review to Inform Policy-Making.Canadian 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): 197-220.
Health, Personal and Social Development Education
The International School Health Network has drafted a thorough description of Health, Personal and Social Development Education. The summary describes all aspects of HPSD education and defines a variety of related terms and concepts.There are several types of learning objectives that can be achieved in effective HPSD curricula and programs. These include:

  • Focusing on functional or practical knowledgerather than simply presenting facts about health/social issues (eg too much detail on how STI are transmitted and not on enough on the fact that a person can have an STI and still look healthy)
  • Developing and practicing general social, decision-making, life, media and decision-making/reasoning skillsas well aspractice and rehearsals in skills for specific situations (such as refusing alcohol)
  • Promoting specific, practical age-appropriate behaviours(e.g. how to discuss/negotiate/refuse sex with partner) andproviding specific pre-planned situational options(e.g. having a back-up drive home from parties) that can be sustained by the students rather than general and unrealistic calls for abstinence, alarmist messages contrary to prevailing social norms (alcohol is bad for you in communities where most adults drink)
  • Addressing social pressures and influencesthrough media literacy education, instruction about puberty, relationships with peers and peer pressure, how to communicate with parents and other adults
  • Influencing normative beliefs, perceptions and attitudesthrough deconstructing mis-perceptions and providing factual information and investigation of collective behaviours of their peers/fellow students
  • Personalizing information and risks about health and social problems and behavioursthrough inquiry-based learning, reflective journalling, role plays and other activities
  • Increasing self-awareness and awareness of the values and expectations of their parents, schools and communities
  • Developing stronger empathy with others and greater social responsibility for promoting the health and welfare of others

National Integrated Framework for Enhancing Mental Health Literacy in CanadaThe Canadian Alliance on Mental Illness and Mental Health is pleased to present this National Integrated Framework for enhancing Mental Health Literacy in Canada. We have defined mental health literacy as the knowledge and skills that enable people to access, understand and apply information for mental health. This definition places more of an emphasis on empowerment for health, a key concept in health promotion and health literacy. This National Framework represents the culmination of almost four years of research, planning and consultation across Canada. This project was initiated to research the mental health literacy of Canadians, to compare it with findings from other jurisdictions, to share the findings with key partners and in partnership, to develop an integrated strategy to improve mental health literacy in Canada.Full Final Report

Mental Health Literacy: A Research ReviewThe term mental health literacy was first introduced in Australia by Anthony Jorm. It is derived from the term health literacy, originally defined as a functional capacity related to basic literacy skills and how these affect the ability of people to access and use health information. In recent years, the definition of health literacy has expanded to include the development of increasingly complex and interactive cognitive and social skills, which are related to personal and collective empowerment for health promotion. At the 5th WHO Global Conference on Health Promotion it was noted that health literacy is not only a personal characteristic, but also a key determinant of population health.

Mental health literacy has been defined as “knowledge and beliefs about mental disorders which aid their recognition, management or prevention”. More recently, researchers have suggested that mental health literacy is not a single dimension but rather represents knowledge and beliefs about mental health disorders that emerge from general pre-existing belief systems. Mental health literacy represents a relatively new area of investigation. Compared to health literacy, researchers and policymakers have not yet articulated a comprehensive model that organizes mental health literacy along a gradient of evolving skills and capacities that build empowerment for mental health promotion. Recent work in the field however, such as the beyondblue campaign in Australia, shows the effectiveness of adopting a broad, multi-level approach across several domains. This paper applies the conceptual model for health literacy to mental health literacy on the assumption that the skills and capacities that lead to personal and collective empowerment for health promotion are no different from those needed for mental health promotion.Full Review

National Survey on Mental Health Literacy of Canadians(June 2008)Canadians get passing grade in mental health literacyCanadians are more inclined to recommend medical help for symptoms of mental disorders and are optimistic about the prospect for recovery from common mental health problems, according to the results of a national survey on mental health literacy in Canada.

In partnership with the Regional Health Authorities, Ministry of Health, Ministry of Child and Family Development (MCFD), BC Partners for Mental Health and Addictions Information and other Community Organizations, BC Mental Health and Addiction Services is leading the development and implementation of anintegrated provincial strategy to promote health literacy in mental health and addictions in BC. Its goal: to ensure that high quality, evidence-based information is accessible to the public, including people who experience or are at risk of mental health and substance use problems, their families, service provides and communities/organizations. Its objectives include:•To improve the prevention, early recognition, and self-management of mental health and substance use problems•To increase help-seeking knowledge, attitudes and behaviours•To improve public attitudes and understanding of mental health and substance use problems and reduce discrimination/stigmaNext steps include establishing a provincial network (the BC Mental Health and Addiction Health Literacy Network) to support implementation of this plan, including coordination, planning and priority setting for integrated action. A key role for the Network will be the development of a strategy for identification and prioritization of health literacy needs.

Instructional Programs

Kimber B, Sandell R, Bremberg S (2008)Social and emotional training in Swedish schools for the promotion of mental health: an effectiveness study of 5 years of intervention. Health Educ. Res. 2008 23: 931-940

Slade EP. Effects of school-based mental health programs on mental health service use by adolescents at school and in the community. Ment Health Serv Res. 2002 Sep;4(3):151-66.

Patricia C. Broderick and Stacie Met (2009) Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents,Advances in School Mental Health Promotion, Vol 2, Issue 1, 35-46

Jonathan Campion and Sharn Rocco(2009) Minding the Mind: The Effects and Potential of a School-Based Meditation Programme for Mental Health PromotionAdvances in School Mental Health Promotion, Vol 2, Issue 1, 47-55
Naylor, P.B., Cowie, H.A., Walters, S.J., Talamelli, L., & Dawkins, J. (2009).Impact of a mental health teaching programme on adolescents.British Journal of Psychology, 194,365-370


  • Canadian Mental Health Association (nd)Coping with Stress, Toronto, ON, Author Our perceptions and reactions to stress-provoking events determine its impact on our health. By understanding ourselves we can learn to handle stress more effectively. This booklet is designed to help readers build better coping skills for managing stress.
  • Life Skills Training(Identified by OJJDP) LSTis a substance use prevention program.LSTreduces the risks of alcohol, tobacco, drug abuse, and violence by targeting the major social and psychological factors that promote risky behaviors. Teaches self esteem, confidence, and coping skills. The curriculum can be taught in school, community, faith-based, summer school and after-school settings (Described by CSMH, U of Maryland)
  • Lion’s Quest Skills for Action(Identified by CASEL and others)Lions Quest Skills for Actionis an innovative and flexible curriculum for grades 9-12 that moves beyond the classroom to build essential life and citizenship skills through community and school-based service-learning experiences. The program, with more than 100 lessons focused around 26 personal, social, and thinking skills, ranges from one semester to four years in length. (Described by CSMH, U of Maryland)
  • Lions Quest Skills for AdolescenceLions-Quest Skills for Adolescence is a comprehensive positive youth development and prevention program designed for school-wide and classroom implementation in grades 6-8 (children 12-14) to develop social and emotional competencies, citizenship skills, positive character, skills and attitudes for drug use prevention, and an ethic of service in a caring environment. SFA was first developed in 1985 and has undergone four revisions and cultural adaptations for use around the world. (Identified by theCanadian Best Practices Portal)
  • Problem Solving for Life ProgramThe Problem Solving for Life Program is a classroom based cognitive restructuring and problem-solving skills training program that is based on a universal approach to prevent depression in adolescent children of age between 12 and 14 years who were studying in grade 8 at coeducational high schools located in Brisbane, Queensland, Australia. (Identified by theCanadian Best Practices Portal)
  • Resourceful Adolescents Programme (RAP)The aim of the Resourceful Adolescent Programs is to prevent depression and promote well-being and resilience in adolescents. RAP addresses known individual and environmental risk factors for adolescent depression with a view to preventing depression and associated problems (increased risk of suicidal behaviour, and conduct and anxiety problems). (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)
  • Roots of EmpathyROE is evidence-based classroom program designed to reduce levels of aggression and violence among school children while raising social/emotional competence and increasing empathy. Elementary classrooms, Kindergarten to Grade 8, adopt a neighbourhood parent and infant for the school year.The ROE curriculum is divided into nine themes, with three classroom visits supporting each theme (a pre-family visit, family visit and post-family visit) for a total of 27 visits. (Identified by theCanadian Best Practices Portal)
  • Zippy’s FriendsZippy’s Friends is a school based mental health promotion programme for five to seven year old children. It usually runs for 24 weeks, with one 45-minute session each week. The programme is built around a set of six stories. Zippy is a stick insect and his friends are a group of young children, and the stories show them confronting issues that are familiar to young children - friendship, communication, feeling lonely, bullying, dealing with change and loss, and making a new start. (Identified by theCanadian Best Practices Portal)
  • Promoting Alternative Thinking Strategies (PATHS)(Identified by OJJDP and others)ThePATHS (Promoting Alternative Thinking Strategies)PATHSCurriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in preschool through 5th grade students. The Curriculum, taught three times per week for a minimum of 20-30 minutes per day, provides teachers with systematic, developmentally-based lessons, materials, and instruction. (Described by CSMH, U of Maryland)
  • PATHS to PAXPATHS to PAXis the integration ofPATHSand theGood Behavior Gameand aims to reduce student behavior problems and drug use, and to enhance academic competence. ThePATHScomponent is a nonsequential series of social/emotional lessons that are grade appropriate and taught in-class on a weekly basis for 15 to 30 minutes. (Described by CSMH, U of Maryland)
  • The Stop and Think Social Skills Program for Schools(Identified by SAMHSA and others)Focused on teaching students interpersonal, problem-solving, and conflict resolution skills, the fourStop & Thinklevels(Prek -1st, 2nd -3rd, 4th – 5th, and 6th – 8th) ensure that all skills are taught in a developmentally-sensitive and appropriate way. Stop and Think uses a behavioral/social learning process. (Described by CSMH, U of Maryland)

  • Al's Pals: Kids Making Healthy Choicesis a school-based prevention program that seeks to develop social-emotional skills such as self-control, problem-solving, and healthy decision-making in children ages 3-8 in preschool, kindergarten, and first grade. The program fosters both the personal traits of resilience and the nurturing environments children need to overcome difficulties and fully develop their talents and capabilities. (Identified by SAMSHA)

  • Incredible Yearsis a set of comprehensive, multifaceted, and developmentally based curricula targeting 2- to 12-year-old children and their parents and teachers. The parent, child, and teacher training interventions that compose Incredible Years are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three program components are designed to work jointly to promote emotional and social competence (Identified by SAMHSA)

  • Second Stepis a classroom-based social-skills program for children 4 to 14 years of age that teaches socio-emotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development.

  • Canadian Example:Choosing Healthy Actions and ThoughtsWithin the Hamilton-Wentworth District School Board, a high priority has been placed on research use and evidence-based education. E-BEST was initiated in 1999 to assist the board to use, do and share research. Since that time, as part of their service, this department has conducted 25-35 program evaluations, including many related to student mental health. For example, with support from the Provincial Centre of Excellence for Child and Youth Mental Health at CHEO, and in partnership with Hamilton Health Sciences, Offord Centre for Child Studies and Harvard University/Judge Baker Children’s Center, the team has completed a randomized controlled trial of a class-wide depression prevention program, Within the Hamilton-Wentworth District School Board, a high priority has been placed on research use and evidence-based education. E-BEST was initiated in 1999 to assist the board to use, do and share research. Since that time, as part of their service, this department has conducted 25-35 program evaluations, including many related to student mental health. For example, with support from the Provincial Centre of Excellence for Child and Youth Mental Health at CHEO, and in partnership with Hamilton Health Sciences, Offord Centre for Child Studies and Harvard University/Judge Baker Children’s Center, the team has completed a randomized controlled trial of a class-wide depression prevention program, CHAT (Choosing Healthy Actions and Thoughts). This 20-lesson program, which has been aligned with Grade 7 Ontario Curriculum expectations, was tested in 35 intervention classrooms and 35 comparison classes. The randomized trial followed four years of pilot testing, which showed positive results for enhanced student coping skills following CHAT. Results from the trial will be available in Fall 2009.. This 20-lesson program, which has been aligned with Grade 7 Ontario Curriculum expectations, was tested in 35 intervention classrooms and 35 comparison classes. The randomized trial followed four years of pilot testing, which showed positive results for enhanced student coping skills following CHAT. Results from the trial will be available in Fall 2009.

  • Fast Track:http://fds.duke.edu/db/Sanford/ccfp/research/ahrens

  • Friends for Life (anxiety prevention programs): http://www.friendsrt.com and http://www.mcf.gov.bc.ca/mental_health/friends.htm
Teaching/Learning Methods, Classroom Management Skills and Teacher Education

Abbott RD, O’Donnell J, Hawkins JD, Hill KG, Kosterman R, Catalano RF. Changing teaching practices to promote achievement and bonding to school.Am J Orthopsychiatry.
1998; 68(4):542-52.

Finney, Dave (2009)The Road to Self-Efficacy: A Discussion of Generic Training in Mental Health Competencies for Educational ProfessionalsPastoral Care in Education, v27 n1 p21-28 Mar 2009

Alborz A, Pearson D, Farrell P, Howes A (2009)The impact of adult support staff on pupils and mainstream schools. Technical Report. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London

Adi, Y., Killoran, A., Janmohamed, K., and Stewart-Brown, S. (2007)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.

Alsaker, F.D. (2004). Bernese program against victimization in kindergarten and elementary schools. In P.K. Smith, D. Pepler & K. Rigby (Eds.),Bullying in schools:How successful can interventions be?(pp. 289-306). Cambridge: Cambridge University Press.

Berkowitz, M.W., and Bier, M.C. (2007). What works in character education?Journal of Research in Character Education,5(1), 2007, pp. 29–48

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

Galloway, D. & Roland, E. (2004). Is the direct approach to reducing bullying
always the best? In P.K. Smith, D. Pepler, & K. Rigby (Eds.),Bullying in schools:How successful can interventions be?(pp. 37-53). Cambridge: Cambridge University Press.

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.

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

Scheckner S et al. (2002) School violence in children and adolescents: a meta-analysis of the effectiveness of current interventions.Journal of School Violence,1(2):5–33

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

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


  • Canadian Example School-based Behaviour Coaches
    Fort McMurray, Edmonton, Alberta
    These two school districts have introduced a collaborative behaviour training program for professionals working to support students with behaviour challenges. This training is geared to teachers, mental health workers, family school liaison workers and behaviour consultants who work with school-based staff. Training is provided to “school-based behaviour coaches” in identifying function of behaviour, data collection, positive behaviour support plans and case conferencing using a problem solving framework. We are experiencing great success in terms of participants attending, development of student behaviour support plans and collaboration among service providers. School-based behaviour coaches are in a better position tosupport classroom teachers than District-based consultants. Together, we have written a resource for classroom teachers
    and have trained many teachers in its use. Now we are training school-based “coaches’ and other professionals working with schools in applying their skills with teachers. We would be pleased to share how other Districts could implement their own local training program.

  • Bre-Prox Programme, Bernese Anti-bullying programme. Switzerland
    Professor Dr Francoise Alsakerfrancoise.alsaker@psy.unibe.ch

  • Norwegian Anti-bullying programme, Norway
    Professor David Gallowayd.m.galloway@durham.ac.uk
Student Evaluation Standards, Procedures and Reporting


Grade Promotion/Retention Policies and Procedures


Teaching/Learning Materials


Web-based Learning


Norman, C.D., Maley, O., Li, X., & Skinner, H.A. (2008)Using the Internet to assist smoking prevention in schools: A randomized controlled trial. Health PsychologyNov;27(6):799-810.
Bock BC, Graham AL, Whiteley JA, Stoddard JL.(2008)A review of web-assisted tobacco interventions(WATIs). J Med Internet Res. 2008 Nov 6;10(5):e39.
Norman CD, Skinner HA.(2007)Engaging youth in e-health promotion: lessons learned from a decade of TeenNet research. Adolesc Med State Art Rev. 2007 Aug;18(2):357-69, xii
  • Mauve CD-Video Program(Public Health Agency of Canada) This resource is a CD-based learning aid for teenagers covering topics such as life, love, school, friendships, and family, as well as depression, suicide, drug abuse, school drop-out, and delinquency. It is designed to reach out to all youth, and especially to those who resist adults' conventional way of communication, to help them gain a broader perspective and avoid no-win situations. "Mauve" uses the interactivity of multimedia as a basis for its awareness-building approach and, with its emphasis on teen participation, presents content reflecting their intensity, authenticity and creativity. "Mauve" will provide counsellors, educators and other professionals with a new communication tool to help stimulate reflection and re-establish dialogue with youth, especially those trapped within themselves.
Parent Involvement in Instruction


Peer-led Instruction


Use of External Community Speakers, Survivors etc in Instruction

Mullen, Carol A.;Buttignol, Margie;Diamond, C. T. Patrick (2005)Flyboy: Using the Arts and Theater to Assist Suicidal AdolescentsInternational Journal of Education & the Arts, v6 n5 p1-15 Jul 2005
  • Canadian Example: Character Chronicles. Grade 7 and 8 students within the Rainbow District School Board are leading the way when it comes to building character. They have written and performed a drama production called “Character Chronicles” that highlights key attributes of caring that help to support the well-being of all students.
Specialized Instruction during Treatment, Incarceration or through Individualized Education Plans, Alternative Schools


  • Phoenix Academy(affiliated with Phoenix House Foundation, Inc.) is a therapeutic community (TC) model enhanced to meet the developmental needs of adolescents ages 13-17 with substance abuse and other co-occurring mental health and behavioral disorders. The Phoenix Academy model integrates residential treatment with an on-site public junior high and high school (grades 8-12). Some Phoenix Academy programs also include trade or technical training sponsored by local community colleges (Identified by SAMHSA)

    Canadian Example:
    Giving Teen’s Hope: Brandon’s Off Campus High School
    In September 2007, the Brandon School division expanded its educational services to several teenagers and young adults
    who had dropped out of high school in discouragement and despair. Hope of a bright future was born in the hearts and
    minds of 22 students who registered at Neelin’s Off Campus High School in downtown Brandon. These students
    experienced success after success as they earned or finished their high school credits. Word spread and enrolment
    increased to over 150 students by May 2008. In June 2008, family, friends, community members, staff, trustees and local
    politicians gathered to celebrate the graduation of 39 students. Several parents said they had given up hope on their
    children’s future prior to this.




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