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School Mental Health - Models & Frameworks (St)
This initial or rough draft of a summary statement 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 edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft 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).
Schools acting with the support of government ministries, school boards and other agencies and working closely with other agencies and professionals as well as parents and young people themselves can ensure that staff and parents are aware of MH problems, can refer or guide students to help, can educate students with specific skills such as mindfulness, stress and anger management, can encourage all students to be supportive of others, can be a hub for mental health services as well as provide relevant student services and can maintain a supportive social and physical environment in the school. The International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS) has published this working definition of school mental health promotion.
Promoting mental health through schools supports a whole school approach involving effective mental health promotion, intervention and treatment. This approach is supported by policies, skills for social emotional learning, a healthy psycho-social school environment and access to services in the school or in the broader community. The full participation of teachers, students, families and community agencies is encouraged with informed dialogue and collaboration among people and programmes throughout all phases of the continuum. This action is supported by principles that value diversity and inclusiveness, and practice that creates conditions for empowerment and school organizational development. It emphasizes the critical role of evidence to guide training, policy, research and practice across four areas:
Other similar statements on school-based approaches promoting mental health through schools include the "child-friendly school" model developed by UNICEF, the "inclusive education" model developed by UNESCO and the "social-emotional" application of the health promoting school model from WHO .
A considerable body of research evidence has accumulated suggesting that multiple intervention programs developed and delivered as part of comprehensive approaches (linking MH to other issues, multi-level, multi-systems/agencies), coordinated agency, mental health professional and school programs and whole school strategies can have an impact on mental health and positive and negative aspects of mental health (eg. attachment, resiliency, depression, suicide) as well affect or offset other health behaviours and conditions (eg addiction, aggression, abuse, disability, chroinci disease). These interventions can include:
School Mental Health: A Summary of Models & Frameworks
Promoting Comprehensive Approaches, Coordinated Agency-School Programs and Whole School Strategies
Schools acting with the support of government ministries, school boards and other agencies and working closely with other agencies and professionals as well as parents and young people themselves can ensure that staff and parents are aware of MH problems, can refer or guide students to help, can educate students with specific skills such as mindfulness, stress and anger management, can encourage all students to be supportive of others, can be a hub for mental health services as well as provide relevant student services and can maintain a supportive social and physical environment in the school. The International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS) has published this working definition of school mental health promotion.
Promoting mental health through schools supports a whole school approach involving effective mental health promotion, intervention and treatment. This approach is supported by policies, skills for social emotional learning, a healthy psycho-social school environment and access to services in the school or in the broader community. The full participation of teachers, students, families and community agencies is encouraged with informed dialogue and collaboration among people and programmes throughout all phases of the continuum. This action is supported by principles that value diversity and inclusiveness, and practice that creates conditions for empowerment and school organizational development. It emphasizes the critical role of evidence to guide training, policy, research and practice across four areas:
- Universal mental health promotion, which seeks to improve school psychosocial environments, skills-based health education for social, emotional learning and brings resources and programs to all students to promote health, successful teaching and learning and academic success;
- Selective interventions, which provide prevention programs for young people presenting risk factors for problems;
- Indicated interventions, which provide early interventions to young people exhibiting emotional and behavioural problems; and
This INTERCAMHS definition is consistent with more general international statements and guidelines about comprehensive approaches, coordinated programs and whole, health promoting school strategies to health, safety and social development. Recent consensus statements from the World Health Organization, the International School Health Network and the network of Schools for Health in Europe are shifting attention to multi-level, ecological and systems-based approaches to implementation and sustainability through capacity-building and continuous improvement strategies. School mental health programs are at the forefront of these new approaches to school health promotion. (The first Draft of this mini-summary was posted on October 29-09)
- Treatment, which provides more intensive services to youth presenting established emotional/behavioural problems.
Other similar statements on school-based approaches promoting mental health through schools include the "child-friendly school" model developed by UNICEF, the "inclusive education" model developed by UNESCO and the "social-emotional" application of the health promoting school model from WHO .
A considerable body of research evidence has accumulated suggesting that multiple intervention programs developed and delivered as part of comprehensive approaches (linking MH to other issues, multi-level, multi-systems/agencies), coordinated agency, mental health professional and school programs and whole school strategies can have an impact on mental health and positive and negative aspects of mental health (eg. attachment, resiliency, depression, suicide) as well affect or offset other health behaviours and conditions (eg addiction, aggression, abuse, disability, chroinci disease). These interventions can include:
- adjustments to the core operations of schools such as student and staff conduct policies, student evaluation, promotion/failing and retention procedures, programs to support transitions into primary school, between primary and secondary school and into further studies or the workforce
- policy interventions including school and youth policies of health authorities and social service agencies as well as school boards
- instructional interventions including curriculum design, MH promotion and prevention programs and materials, teaching methods, parent involvement in take home activities and peer instruction
- health, mental health, social and other services including early identification, screening, support for students in treatment or managing an illness, support for reintegration after treatment, brief counselling interventions and the roles played by several professionals and their employing agencies including school psychologists, social workers, pediatricians, public health nurses, police officers, guidance counselors, classroom teachers and others
- a variety of social support programs including peer helper programs, student friendship programs, mentoring programs, parent involvement, education and support programs, school activities, participation in community awareness programs, working with self-help and community-based organizations, staff wellness programs and more
- changes to the physical environment of schools such as stress-reducing modifications to school grounds, attention to light, air ventilation, and more.
dmccall |
Latest page update: made by dmccall
, Oct 21 2010, 7:06 PM EDT
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