Advances in School Mental Health Promotion

Questions persist regarding implementation of mental health promotion, prevention, and early intervention initiatives in schools. To date, attention has targeted the ‘Whats’ and ‘Hows’ in design and implementation. Ongoing clarification of ‘Who’ the key proponents are working in this space receives less consideration. This paper presents outcomes from a national colloquium involving leaders from organizations committed to school-based mental health practice in Australia. The aim of the colloquium was to introduce the concept of Intermediary Organizations (IOs) examining this for its potential contribution to improved mental health and school improvement. The central challenge for IOs is implementation, that is, assisting in knowledge mobilization connecting research to policy and practice. The colloquium discussion was grounded in an understanding of public value as an organizing principle for improving public sector effectiveness. The participants evaluated the nature, role, and potential contribution of IOs. Three key issues emerged as being central to effective implementation: health promotion and prevention, relational ethics, and evidence-based practice.

Tim Corcoran

Louise Rowling

Marilyn Wise

The potential contribution of Intermediary Organizations for implementation of school mental health

中介组织在实施学校心理健康中的潜在贡献

Schools function as the major provider of mental health services (MHS) for youth, but can struggle with engaging them in services. School nurses are well-positioned to facilitate referrals for MHS. This pilot study examined the feasibility, acceptability, and preliminary efficacy of an engagement protocol (EP) designed to enhance school nurses' utilization of evidence-based engagement practices when referring youth to MHS. Participants were six school nurses and twenty-five adolescents in a large, urban school district. School nurses reported positive attitudes towards the EP, suggesting that they found it feasible and acceptable. Though there were small increases in school nurses' use of engagement practices and in adolescents' readiness for services following training, due to limited sample size, differences were not statistically significant. Still, pilot results suggest preliminary efficacy of training school nurses to strategically implement evidence-based engagement practices to increase adolescents' engagement in MHS.

Rachel E Kim

Kimberly D Becker

Sharon H Stephan

Serop Hakimian

Dee Apocada

Pia V Escudero

Bruce F Chorpita

Connecting students to mental health care: pilot findings from an engagement program for school nurses

将学生与心理健康护理联系起来：学校护士参与计划的试点发现

Traumatic events and crises involving schools and children often become high-profile occurrences; however, little attention is given to teachers and how they cope with crisis. The purpose of this study was to investigate administrators' perceptions of including additional support for teachers in school crisis policies. Specifically, the study examined principal leadership, stage of change, self-efficacy, training in mental health/illness, and perceived barriers and their relation to including supports for teachers in crisis policy. Total 113 principals from one Midwestern state completed an online survey that assessed principal leadership, self-efficacy, stage of change, training in mental health/illness, and demographic information. Results suggest that most principals endorsed having specific supports in place for teachers during crises. Schools were less likely to currently have crisis plans/policies when the administrator reported the stage as relapse/pre-contemplation, contemplation, or preparation, than when an ‘action/maintenance’ stage was reported. There was no statistically significant relationship between the existence of crisis plans/policies and the training status (yes or no) of the administrator, general self-efficacy, principal leadership or perceived total barriers after controlling for stage. General self-efficacy was not found to be a significant predictor of stage, whereas leadership and barriers were significant predictors. Financial limitations were the most commonly cited barrier to providing additional supports to teachers during crises. Overall, most administrators indicate having policies that support teachers following crises; however, principal leadership, general self-efficacy, training, and barriers did not surface as significant predictors of existing policy. Barriers and leadership were significant predictive variables of stage of change, highlighting their importance in school change and reform efforts pertaining to crisis response.

Chelsey M. Brophy

Melissa A. Maras

Ze Wang

Preparing for school crises: administrator perceptions on supports for teachers

为学校危机做准备：管理者对教师支持的看法

Studies indicate that both preservice and in-service teachers find it difficult to connect to their role as health promoters within a school context. There is also evidence that those teachers most often responsible for delivering health education (i.e., physical education teachers) are at an increased risk for body dissatisfaction, dieting, and disordered eating. A pre–post pilot study assessed the feasibility and utility of an interactive professional development workshop on preservice teachers' attitudes concerning body image, size acceptance, eating, and physical activity, as well as the impact of the workshop on perceived self-efficacy to address weight-related issues. The professional development had a positive effect on antifat attitudes, body image, implicit weight bias, and efficacy to address weight issues. While the workshop was useful in terms of significant changes in preservice teachers' attitudes and efficacy, lessons around feasibility will inform the development of this pilot study to full-scale workshop with preservice teachers.

Shelly Russell-Mayhew

Sarah Nutter

Alana Ireland

Tina Gabriele

Angela Bardick

Jackie Crooks

Gavin Peat

Pilot testing a professional development model for preservice teachers in the area of health and weight: feasibility, utility, and efficacy

预试职前教师健康与体重领域专业发展模式：可行性、实用性和有效性

Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers to implementation of evidence-based practices (EBPs) in under-resourced school districts, less has been written on how to overcome those barriers. Providing mental health services in the school setting presents a tremendous opportunity to increase access to quality mental health care for underserved youth. This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. The discussion is organized around an established conceptual framework adapted for the delivery of services in under-resourced schools that focuses on interdependent factors that exist at the individual-, team-, school-, and macro-levels. This manuscript explores some recommendations and strategies for effectively addressing challenges related to implementation of EBPs. Research ideas are offered to bridge the research-to-practice gap that impacts many under-resourced public school districts.

Ricardo Eiraldi

Courtney Benjamin Wolk

Jill Locke

Rinad Beidas

Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools

清除障碍：在资源不足的学校实施基于证据的心理健康实践的挑战

Paraprofessionals and school volunteers increase the number of youth who receive academic and mental health interventions by providing services that were traditionally reserved for professional staff. However, the promise of these low-cost, high-volume non-professional services is tempered by the lack of experimental evidence documenting their effectiveness. In this study, we trained non-professionals to provide a brief school-based Motivational Interviewing (MI) intervention called the Student Check-Up (SCU) to middle school-students. In contrast with previous studies, we found no significant differences between treatment and control groups in post-treatment academic grades. However, following the SCU, participants randomly assigned to the treatment group rated the importance of in-class participation and academic effort self-efficacy significantly higher than those in the control group. Based on these results, we provide recommendations for improving the effectiveness of paraprofessionals' use of the SCU and for improving future research methodology in this area.

Gerald G. Strait

Eric Ryan Lee

Sam McQuillin

John Terry

Michelle Cebada

Julia Englund Strait

The Student Check-Up: effects of paraprofessional-delivered Motivational Interviewing on academic outcomes

学生检查：辅助专业人员实施动机性访谈对学业成果的影响

Some universal behavioural screening processes require classroom teachers to complete a risk assessment measure on each student in their class, leading to a possible, but unexplored, problem: risk assessment scores may be influenced by the teacher completing the measure. The current study investigated whether teacher-reported risk assessment scores systematically differ between teachers and whether they differ across both deficit- and strengths-based risk assessment measures. Results from this study indicated that between 7.7 and 20.5% of the variance in risk assessment scores was attributable to between-teacher differences. These findings underscore the need to account for and control between-teacher differences in teacher-reported risk assessments.

Marissa K. Smith-Millman

Paul D. Flaspohler

Joni Williams Splett

Kristy Warmbold

Hannah Dinnen

Aaron Luebbe

Differences between teacher reports on universal risk assessments

教师在普遍风险评估报告中的差异

In this paper, we examine the impact of adopting a comprehensive school health (CSH) approach on reducing anxiety and depression of school-age children. We use the data from 245 schools that received government funding support to adopt a CSH approach in order to build health promoting school environments in Alberta. Using a linear multi-level (hierarchical) model, we compare the average percentage of students with anxiety and depression across the schools that are in three different funding stages: pre-funded, actively-funded, and post-funded. Results show that, all else held constant, the schools that are in the actively-funded stage, relative to pre-funded schools have a lower percentage of students who suffer from anxiety and depression.

Wijaya Dassanayake

Jane Springett

Tania Shewring

The impact on anxiety and depression of a whole school approach to health promotion: evidence from a Canadian comprehensive school health (CSH) initiative

全校健康促进方法对焦虑和抑郁的影响：来自加拿大综合学校健康计划的证据

The present paper focuses on teachers' experiences of child abuse/neglect cases, teachers' awareness of reporting or discounting, and their ways of responding to a hypothetical disclosure of abuse/neglect. A total of 1877 teachers in Greek public schools participated from a national teacher in-service training across the country; of them, 306 (16.3%) reported that they had experiences with children exposed to forms of abuse in their professional career. The higher level of perceived awareness of reporting responsibility was significantly associated with a lower level of discounting and with more appropriate ways of teachers responding to a child's disclosure. The findings are discussed within the Greek context, highly characterized by its lack of institutional arrangements and adequate child protection services that could facilitate schools to document, examine and share helpful practices for child abuse and neglect.

I. Bibou-Nakou

A. Markos

Greek teachers’ experience and perceptions of child abuse/neglect

希腊教师对儿童虐待/忽视的经历和看法

The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.

Publication Information	Publisher: Routledge，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2008，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate:

Advances in School Mental Health Promotion

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