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School Mental Health Multi-Intervention Programs (GT)
This page contains a summary that describes and explains school-based and school-linked multi-intervention programs that promote mental health in and with schools. Please comment on these documents using the "thread" tool at the bottom of this page or edit the text using the "easy edit" tool found at the just above this text.
School-based and school-linked multi-intervention programs that include policies, programs, services and selected organizational and professional practices can promote positive mental health, prevent mental health problems and alleviate the impact of mental illnesses. Several interventions can combined into "multi-intervention programs" that can be delivered through schools by educators and by other agencies, mental health and social service professionals, voluntary and community-based organizations as well as parents, students and volunteers. These interventions can be grouped into several elements, components or domains; including policy, instruction, preventive services, social supports and a healthy physical environment. Comprehensive approaches can link mental health to other health, social and economic issues such as abuse, obesity/eating disorders, poverty, addictions or aggression. These approaches also recognize that school-based efforts need to be supported by multi-level actions taken by school boards, health authorities, mental health, addiction, social service and other agencies as well as health, education and other ministries/departments in governments and by national research, monitoring and knowledge management organizations. Coordinated school mental health programs delivered by these multiple ministries, agencies and professionals can focus on optimal or positive mental health in general by building on strengths such as emotional intelligence, social skills, mindfulness and other assets, preventing a variety of mental health problems or life challenges that can lead to problems such as depression, social isolation, anxiety or bullying and also address mental illness by reducing stigma, supporting seamless integration with mental health services, providing specialized programs for students with disorders and more. Whole school strategies can combine efforts within the school such as policies on teasing and bullying, education to enhance skills such as anger management, stress management, respecting and supporting others, and self-knowledge, student/school activities, parent involvement, healthy playgrounds and facilities that promote peace and social interaction and staff wellness activities.
High quality research studies have reported short-term (1-3 years) changes to student MH-related knowledge, selected skills, attitudes and behaviours as a result of multiple intervention school mental health approaches, coordinated school-agency programs and whole school strategies delivered in controlled studies. These case studies are available in peer reviewed journals, literature reviews and some systematic reviews. Authoritative reports and better practice guidelines have been published by governments, international agencies and mental health advocates. Good quality educational programs, curriculum guides, policy guidelines, school self-assessment tools and training materials are available from several countries. Current challenges related to these multi-intervention programs include implementation and sustainability, coordination between systems, agencies and professionals, maintaining a "whole child", holistic and positive view of mental health while addressing specific problems and illnesses. Research challenges include; knowing more about systems readiness, performance and capacity, measurement questions in self-reporting vs direct observations, understanding the benefits to student learning and school effectiveness and how to influence life-time mental health social norms and habits. (The first draft of this mini-summary was posted on October 29-09)
School Mental Health Multi-Intervention Programs
School-based and school-linked multi-intervention programs that include policies, programs, services and selected organizational and professional practices can promote positive mental health, prevent mental health problems and alleviate the impact of mental illnesses. Several interventions can combined into "multi-intervention programs" that can be delivered through schools by educators and by other agencies, mental health and social service professionals, voluntary and community-based organizations as well as parents, students and volunteers. These interventions can be grouped into several elements, components or domains; including policy, instruction, preventive services, social supports and a healthy physical environment. Comprehensive approaches can link mental health to other health, social and economic issues such as abuse, obesity/eating disorders, poverty, addictions or aggression. These approaches also recognize that school-based efforts need to be supported by multi-level actions taken by school boards, health authorities, mental health, addiction, social service and other agencies as well as health, education and other ministries/departments in governments and by national research, monitoring and knowledge management organizations. Coordinated school mental health programs delivered by these multiple ministries, agencies and professionals can focus on optimal or positive mental health in general by building on strengths such as emotional intelligence, social skills, mindfulness and other assets, preventing a variety of mental health problems or life challenges that can lead to problems such as depression, social isolation, anxiety or bullying and also address mental illness by reducing stigma, supporting seamless integration with mental health services, providing specialized programs for students with disorders and more. Whole school strategies can combine efforts within the school such as policies on teasing and bullying, education to enhance skills such as anger management, stress management, respecting and supporting others, and self-knowledge, student/school activities, parent involvement, healthy playgrounds and facilities that promote peace and social interaction and staff wellness activities.
High quality research studies have reported short-term (1-3 years) changes to student MH-related knowledge, selected skills, attitudes and behaviours as a result of multiple intervention school mental health approaches, coordinated school-agency programs and whole school strategies delivered in controlled studies. These case studies are available in peer reviewed journals, literature reviews and some systematic reviews. Authoritative reports and better practice guidelines have been published by governments, international agencies and mental health advocates. Good quality educational programs, curriculum guides, policy guidelines, school self-assessment tools and training materials are available from several countries. Current challenges related to these multi-intervention programs include implementation and sustainability, coordination between systems, agencies and professionals, maintaining a "whole child", holistic and positive view of mental health while addressing specific problems and illnesses. Research challenges include; knowing more about systems readiness, performance and capacity, measurement questions in self-reporting vs direct observations, understanding the benefits to student learning and school effectiveness and how to influence life-time mental health social norms and habits. (The first draft of this mini-summary was posted on October 29-09)
dmccall |
Latest page update: made by dmccall
, Mar 8 2011, 9:50 AM EST
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