Showing papers in "Advances in school mental health promotion in 2017"
TL;DR: Qualitative analyses revealed 13 themes that were organized into two categories: Usability and Effect, which suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools.
Abstract: 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
35 citations
TL;DR: This paper explores the approach being implemented in school districts within Ontario, Canada to enhance mental health literacy for educators and offers a synthesis of lessons learned from this early adopter case study, and from the implementation of the broader provincial approach.
Abstract: Schools are an excellent setting through which to promote mental health and well-being, and teachers are well positioned to provide related instruction and support in the classroom. However, teachers often report that they lack the knowledge, skills and confidence to deliver social emotional learning instruction and to support students who struggle with mental health challenges. Professional learning initiatives that build teacher capacity in this area are increasing in quantity, but not all of the offerings are evidence based, relevant, scalable, and sustainable. This paper explores the approach being implemented in school districts within Ontario, Canada to enhance mental health literacy for educators. A description of the mental health literacy strategy within the Thames Valley District School Board is provided to illustrate how school districts can align with broad directions while at the same time contextualizing efforts to address local priorities and perspectives. The paper offers a synthes...
24 citations
TL;DR: This paper used repeated measures ANOVA to investigate the effectiveness in self-reported trauma symptoms over time and found significant reduction in overall posttraumatic stress symptoms as well as subscales assessing anxiety, anger, depression, dissociation, overt dissociation and fantasy dissociation.
Abstract: Children exposed to disasters are at an increased likelihood for multiple trauma exposure. The objective of our study is to understand the efficacy of post disaster school based services for reducing trauma symptoms of youth exposed to multiple traumatic events. Students (N = 112) age 8–17 that were survivors of Hurricane Katrina received individual treatment for multiple traumas on site at school. We used repeated measures ANOVA to investigate the effectiveness in self-reported trauma symptoms over time. Results indicated significant reduction in overall posttraumatic stress symptoms as well as subscales assessing anxiety, anger, depression, dissociation, overt dissociation, and fantasy dissociation. The school based services for students with multiple traumas were effective at reducing trauma symptoms following disaster.
18 citations
TL;DR: The authors investigated whether teacher-reported risk assessment scores systematically differ between teachers and whether they differ across both deficit-and strengths-based risk assessment measures, finding that between 7.7 and 20.5% of the variance in risk assessment score was attributable to between-teacher differences.
Abstract: 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.
13 citations
TL;DR: It was found that young people do not regard teachers and school counsellors as a potential help source and barriers to seeking help include dislike of the dual role of counsellor/teacher and concerns about confidentiality.
Abstract: Schools are a key setting for mental health promotion and the provision of emotional support to students. As teachers and school counsellors are adults with whom adolescents have regular contact, it is likely they would be used as a help source by distressed students however there are few studies on this from an Irish context. A mixed methods design was used to identify the extent of adolescent help-seeking in addition to exploring what influences a young person’s decision to seek help in school. Findings generated through surveys (N = 856) and four focus group interviews (N = 35) with adolescents indicate that young people do not regard teachers and school counsellors as a potential help source. Barriers to seeking help include dislike of the dual role of counsellor/teacher and concerns about confidentiality. The provision of independent school counselling and increased mental health education were identified as factors that might increase help-seeking in school.
11 citations
TL;DR: 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.
Abstract: 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 receiv
11 citations
TL;DR: In this paper, the authors focused 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 or neglect.
Abstract: 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 (163%) 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
10 citations
TL;DR: 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 sta....
Abstract: 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 sta...
9 citations
TL;DR: A hybrid protocol to equally ensure alignment of a given EBP to the developmental, cultural, and linguistic characteristics at the school was created and schools are encouraged to use the Hexagon Tool or hybrid protocol in the process of implementing advanced tiers of support.
Abstract: Schools have limited experience and little guidance to identify and install evidence-based and promising programs and practices/interventions (EBPs) within advanced tiers of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). One form of guidance is the Hexagon Tool which can be used to ensure a match between the EBP and student needs. The authors demonstrate how the Hexagon Tool was utilized by an alternative education program already implementing SWPBIS. Data from the Hexagon Tool were used to identify and install EBPs for various student, faculty, and administrative needs. Outcomes related to installation of those EBPs, when applicable, are summarized. Based on these experiences, a hybrid protocol to equally ensure alignment of a given EBP to the developmental, cultural, and linguistic characteristics at the school was created. Schools are encouraged to use the Hexagon Tool or hybrid protocol in the process of implementing advanced tiers of support.
6 citations
TL;DR: The authors evaluated the acceptability and fidelity of a relationship-focused intervention to increase positive parenting among adolescents with young children, adapted from the Parents Interacting with Infants model, delivered via groups in high schools that housed daycare centers for children born to adolescents.
Abstract: Associated with complex developmental, personal, and environmental risk factors, adolescent parents have been found to display higher rates of unfavorable parenting practices than adult parents, placing their children at high risk for social, emotional and behavioral concerns. Nevertheless, interventions targeting this group often focus solely on adolescents’ personal outcomes. This study evaluated the acceptability and fidelity of a relationship-focused intervention to increase positive parenting among adolescents with young children, adapted from the Parents Interacting with Infants model. The intervention was delivered via groups in high schools that housed daycare centers for children born to adolescents. Multiple-case study data were evaluated for adolescent parents from each group to describe potential effects of the intervention on parenting behaviors. Delivery of the intervention was feasible and acceptable in a high school group context, suggesting this program can be implemented in a hig...
2 citations
TL;DR: When considered with individual and organizational factors, experience with Centervention was found to be the most influential predictor of intent to sustain use, reinforcing the importance of differentiating between factors that predict initial adoption vs. those that enable sustainability.
Abstract: Despite innovations being routinely introduced in schools to support the mental health of students, few are successfully maintained over time. This study explores the role of innovation characteristics, individual attitudes and skills, and organizational factors in school providers' decisions to continue use of Centervention, a technology-based tool that supports implementation of evidence-based mental health interventions (EBIs). Data were collected from 44 providers through online surveys following use of Centervention over a one-year period. When considered with individual and organizational factors, experience with Centervention (usability, usefulness, and satisfaction) was found to be the most influential predictor of intent to sustain use. Results reinforce the importance of (1) differentiating between factors that predict initial adoption vs. those that enable sustainability and (2) tailoring sustainability decision models to the nature of the innovation. They also support the need to incorporate strategies to enhance provider experience during implementation of an innovation.
TL;DR: In this paper, the authors synthesize the available research on the Skills for Social and Academic Success (SASS) program, a school-based cognitive/behavioural i...
Abstract: The purpose of this systematic review and meta-analysis was to synthesize the available research on the Skills for Social and Academic Success (SASS) program, a school-based cognitive/behavioural i...