E-5 Systems Characteristics & Change in School 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.

E-4 Consideration of Ecology and System Characteristics(Thissection list studies that specifically examine the attributes of school and other systems with a view to implementation and sustainability gains)

General Use of Ecological Approach/Systems thinking

Research

Reports/Resources
Butler H, Bond L, Glover S, Patton G. The Gatehouse project: mental health promotion incorporating school organizational change and health education. In:

Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia:McGraw-Hill, 2002. 129-41

Firth N, Butler H, Drew S, Krelle A, Sheffield J, Patton G, Tollit M, Bond L (2008) Implementing multi-level programmes and approaches that address student well-being and connectedness: factoring in the needs of the schools,Advances in School Mental Health Promotion, Vol 1, Issue 4, 14-24

Tuohy, D., Coghlan, D. (1997).Development in schools: A systems approach based on organizational levels.Educational Management & Administration, 25(1), 65-77.

Weijck, J. (1982).Administering education in loosely-coupled school.Phi Delta Kappan, 63, 673-676.

Deschenes, M., Martin, C., Jomphe-Hill, A. (2003).Comprehensive approaches to school health promotion. How to achieve broader implementation.Health Promotion International, 18(4), 387-396.

Rowling, L., Jeffreys, V. (2006).Capturing complexity: Integrating health and education research to inform health-promoting schools policy and practice.Health Education Research, 21(5), 705-718.

Southwest Educational Development Laboratory.The Ecology of the School. Retrieved 8/17, 2006 fromhttp://www.sedl.org/change/school/ecology.html

Hausman, A. J., Ruzek, S. B. (1995).Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns.Journal of School Health, Mar;65(3), 81-86

Stokols, D. (1996).Translating social ecological theory into guidelines for community health promotion.American Journal of Health Promotion, 10, 282-298.

Flannery, D.J., Torquati, J. (1993).An elementary school substance abuse prevention program: Teacher and administrator perspectives.Journal of Drug Education, 23(4), 387-397.

Schaafsma, H. (1997).A networking model of change for middle managers. Leadership & Organization Development Journal, 18(1), 41-49. Berryhill, J.C., &

Prinz, R.J. (2003).Environmental interventions to enhance student adjustment: Implications for prevention.Prevention Science,4(2)

Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006).School predictors of the intensity of implementation of school-based prevention programs: Results from a national study.Prevention Science,7(2), 225-237

Alavi, S.B., McCormick, J. (2004).A cross-cultural analysis of the effectiveness of the Learning Organization model in school contexts.International Journal of Educational Management, 19(7), 408-416

Aldrich, H. E. (1971).Organizational boundaries and interorganizational conflict.Human Relations, Aug;24(4), 279-293

American Association of School Administrators. (1999).Systems thinking: Untangling the Gordian knots of systemic change.Strategies for School System Leaders on District Level Change, 6(1).

Anderson, D., Plotnifoff, R.C., Raine, K., Cook, K. Smith, C., Barrett, L. (2004).Towards the development of scales to measure ‘will’ to promote heart health within health organizations in Canada.Health Promotion International, 19(4), 471-81

Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006).Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index.Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2),1-8.

Bellinger, G. (2004).Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 fromhttp://www.systems-thinking.org/bop/bop.htm

Boyd, W.L., Crowson R.L. (2002).The quest for a new hierarchy in education: From loose coupling back to tight?Journal of Educational Administration, 40(6), 521-533

Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units.Soc Sci Med, 37(1), 85-95.

Church, A. H. (1994). The character of organizational communication: A review and new conceptualization.The International Journal of Organizational Analysis, Jan;2(1), 18-53.

Couglan, R. J. (1970).Social structure in relatively closed and open schools.Educational Administration Quarterly, May;6(2), 14-35.

Davies, P., Coates, G. (2005).Competing conceptions and values in school strategy: Rational planning and beyond.Educational Management Administration & Leadership, 33(1), 109-124

Fusarelli, L.D. (2002).Tightly-coupled policy in loosely coupled system: Institutional capacity and organizational change. Journal of Educational Administration,40(6), 561-575.

Goldman, K. D. (1994). Perceptions of innovations as predictors of implementation levels: The diffusion of a nationwide health education campaign. Health Education Quarterly, Winter;21(4), 433-445.

Goodman, R.M., McLeroy, K.R., Steckler, A.B., Hoyle, R.H. (1993). Development of level institutional scales for health promotion programs. Health Education Quarterly, 29(2), 161.178

Goodman, R.M., Steckler, A.B., Kegler, M.C. (1996).Mobilizing organizations for health enhancement: Theories of organizational change. In K. Glanz, M.F. Lewis & B.K, Rimers (eds.),Health Behavior and Health Education: Theory, Research and Practice(pp. 287-314). San Francisco: Jossey-Bass

Jones, R. A., Jimmieson, N. L., Griffiths, A. (2005).The impact of organizational culture and reshaping capabilities on change implementation success: The mediating role of readiness for change.Journal of Management Studies, Mar;42(2), 361-386.

Leischow, S.J., Milstein, B. (2006).Systems thinking and modeling for public health practice.American Journal of Public Health, 96(3), 403-405.
Lortie, D.C. (2002).School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press.

Zeichner, K., Gore J. (1990).Teacher socializationin W.R. Houston (ed.)Handbook of Research on Teacher Education, New York, NY: Macmillan.

Melia, K.M. (1998). Learning and working: The occupational socialization of nurses. In Mackay, L., Soothill, K., Media, K. (eds.). Classic Texts in Health Care. Elsevier Health Sciences.

Robinson S.E. (2004).Punctuated equilibrium, bureaucratization, and budgetary changes in schools.Policy Studies Journal, 32(1),25.

Schraeder, M., Tears, R.S., Jordan, M.H. (2005).Organizational culture in public sector organizations: Promoting change through training and leading by example.Leadership and Organization Development Journal, 26(6), 492-502.

Markova, D., Holland B.M., (2005).Appreciative inquiry: A strategy for change in systemic leadership that builds on organizational strengths, not deficits.School Administrator, 62(2), 30.

Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Weekly, 24(25), 34-35.
  • Canadian Example. Thames Valley School Board has developed a five year (2010- 2015) strategic plan for school mental health in a large school board. The overall goal is to achieve a system-wide vision for the role of mental health in the schools which is linked to system goals of reducing learning gaps, leading to graduation. The strategic planning process is overseen by a steering committee reporting to the Board’s Mental Health Committee which is composed of Board trustees, senioradministrators, teaching and support staff and community agency representatives. A framework has been adopted by this Committee which encompasses universal strategies, strategies targeted towards at-risk students and strategies for identifiedhigh needs students. The strategic planning process will be outlined in a power point presentation. The planning methodology is derived from Appreciative Inquiry and the Balanced Score Card. The process includes reviewing source documents (internal and external) such as Toward Recovery & Well-Being: A Framework for a Mental Health Strategy for Canada as well as available research. Key to the success of the planning is a stakeholder engagement process and also asystematic survey of mental health supports and services in the schools and a capacity assessment of teacher knowledge,skills and tools.

Specific Applications of Ecological/Systems Thinking & Characteristics

Openness

Research

Reports/Resources




Loose-coupling between levels in the system

Research

Reports/Resources
Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Weekly, 24(25), 34-35.



Professional Bureaucracies

Research

Reports/Resources
Hymans, Michael (2008)How Personal Constructs about "Professional Identity" Might Act as a Barrier to Multi-Agency WorkingEducational Psychology in Practice, v24 n4 p279-288 Dec 2008


Working across Multiple Systems

Research

Reports/Resources

  • Canadian Example. The school districts and social service providers in the Algoma District of Northern Ontario, Canada, have come together todevelop a collaborative / integrated service delivery model of evidence-based practice that leverages available expertise and resources to realize outcomes far beyond what individual organizations can achieve in isolation. Our presentation will explain how we are moving forward this voluntary collaboration – without additional resources or mandates by which to leverage change. We will share a research informed model of change management (Heath and Heath, 2010). The service modeldeveloped in Algoma uses a population health approach to implementing a full continuum of integrated supports and services that reduce barriers to learning, enhance students’ mental health, and build resilience. Our approach involves diverse stakeholders in developing a range of school-based mental health services. It sets a system-wide standard that evidence-based service models, which demonstrate their efficacy through evaluation, will be employed.




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