Search results for ‘Subject term:"mental health problems"’ Sort:
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Should youth disclose their mental health challenges? Perspectives from students, parents, and school professionals
- Authors:
- BUCHHOLZ Blythe, et al
- Journal article citation:
- Journal of Public Mental Health, 14(3), 2015, pp.159-168.
- Publisher:
- Emerald
Purpose: Disclosure seems to be a useful strategy for adults to deal with both the public and self-stigma of mental illness. However, youth may face a different set of risks when coming out with their experiences. The purpose of this paper is to examine youth, parent, and teacher perspectives on the costs and benefits of disclosure by middle- and high school-aged youth to better understand these risks. Design/methodology/approach: Focus groups were conducted with questions framed to elicit the different ways mental health challenges are discussed in schools and families. Findings: Surprisingly, the benefits of disclosure seemed to far outweigh the costs across groups. Benefits included ways to deal with stigma, reducing isolation, and “differentness,” as well as the pursuit of mental health services if needed. Costs included harsh responses to disclosure by peers and family members. Participants shared strategies used to minimise risk, including where and with whom youth might share their stories. Social implications: The results suggest many youth have disclosed their experiences with mental health challenges and have received mixed responses; these reactions often serve as the barometer for future disclosure decisions. Other youth are considering disclosure in a variety of settings, but are unsure how to go about it safely. Implications for addressing stigma are discussed. (Edited publisher abstract)
Use of the Strengths and Difficulties Questionnaire to assess the mental health needs of children and adolescents with intellectual disabilities
- Author:
- EMERSON Eric
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.14-23.
- Publisher:
- Taylor and Francis
Over the last decade increased attention has been paid to identifying and responding to the mental health needs of children and adolescents with intellectual disabilities. There is, however, little information available on the use of self-report scales by young people with intellectual disabilities. This study sought to determine the reliability and validity of the child, carer and teacher versions of the extended Strength and Difficulties Questionnaire (SDQ) when used with this population. Secondary analysis was undertaken of a nationally representative survey of the mental health of 4,449 children between 11 and 15 years of age in Great Britain. Data were extracted on an operationally defined sub-sample of 98 children with intellectual disabilities, and on 4,074 children without intellectual disabilities.All scales on the SDQ proved to be internally consistent. Acceptable levels of validity were found by examining: (1) correspondence between parallel child, carer and teacher versions of the SDQ; (2) association between SDQ scores and ICD-10 diagnoses. The results conclude that the extended SDQ appears to provide a simple robust measure of the mental health needs of children and adolescents with intellectual disabilities.
Differential effects of support providers on adolescents' mental health
- Authors:
- COLAROSSI Lisa, ECCLES Jacquelynne
- Journal article citation:
- Social Work Research, 27(1), March 2003, pp.19-30.
- Publisher:
- Oxford University Press
This prospective study examined the differential effects of parent, teacher, and peer social support on depression and self-esteem of 217 American adolescents, ages 15-18. Results indicate that female adolescents perceived significantly more support from friends than male adolescents did, whereas male adolescents perceived significant more support from fathers than female adolescents did. No gender differences were found in perceptions of support from mothers or teachers. Boys and girls perceived the least amount of support from fathers compared with other providers. Self-esteem was significantly, positively affected by friend and teacher support.
Adolescent problems: a practical guide for parents and teachers
- Authors:
- NICHOLSON Doula, AYERS Harry
- Publisher:
- David Fulton
- Publication year:
- 1997
- Pagination:
- 124p.,bibliog.
- Place of publication:
- London
Presents current theories and a range of practical approaches to help teachers and parents develop strategies for dealing with the many different problems experienced by young people, particularly those with emotional or behavioural problems. Includes a list of organisations and structured interview forms. Also aimed at counsellors, social workers, and educational psychologists.
Parental mental health and child welfare - the practitioners’ perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2010
- Place of publication:
- London
This film brings together professionals from health, social care and education to discuss some of the situations highlighted in two parental mental health case studies featured on Social Care TV: Wendy - a mother’s story and Cait - a young person's story. Each professional has experience of dealing with parental mental health issues in the voluntary sector, in education, in community mental health and in family centres. The discussion is mediated by Rose De Paeztron, Head of Strategic Development at Family Action, a charity that supports disadvantaged families throughout England.
Is there an income gradient in child health?: it depends on whom you ask
- Authors:
- JOHNSTON David W., et al
- Publisher:
- Institute for Social and Economic Research
- Publication year:
- 2010
- Pagination:
- 24p., bibliog.
- Place of publication:
- Colchester
This research uses data from two British surveys conducted in 1999 and 2004, which looked at three aspects of children’s (11 and 15 years) developmental state - emotional difficulties, behaviour disorders and hyperactivity - from a parent, teacher, child (him/herself) and psychiatrist perspective. The study aimed to measure the reliability of using just one observer’s perspective in this area of research. Large differences existed between the four observer’s assessments, with low correlations between parents, teachers and children in terms of their Strengths and Difficulties Questionnaire (SDQ) scores. Children assessed themselves more harshly than either teachers or parents, (teachers reported fewer symptoms than parents). Analysis of the income gradient estimated from data derived from one category of observer can result in different conclusions. Using SDQ scores a significant income gradient for emotional difficulties, behaviour disorders and hyperactivity is shown using parents’ or teachers’ assessments, whereas children’s self-assessments suggest an income gradient only exists for emotional difficulties. If these scores were used diagnostically quite different groups of cases would show as having mental health problems and those, in turn would differ significantly from psychiatric diagnoses. It is suggested that findings in this area may not robust and interpretations should define the source of the assessment.
A solution-focused approach to mental health intervention in school settings
- Authors:
- GINGERICH Wallace J., WABEKE Todd
- Journal article citation:
- Children and Schools, 23(1), January 2001, pp.33-47.
- Publisher:
- Oxford University Press
This article describes the use of solution-focused brief therapy (SFBT) for working with children who present with mental health problems in the school setting. SFBT eschews a pathology-based model of mental health, focusing instead on the client's strengths and desire to change. The article describes the techniques and application of SFBT and discusses the prevalence of child mental health problems. Emphasis throughout is placed on empirical support for the effectiveness of SFBT.
Changing experiences of youth
- Editors:
- GARRATT Daren, ROCHE Jeremy, TUCKER Stanley
- Publisher:
- Sage
- Publication year:
- 1997
- Pagination:
- 165p.,bibliogs.
- Place of publication:
- London
Anthology looking at the diverse experiences of young people in a multi-cultural society and of those who work with them. Contains chapters on: dyslexia; space, respect and support; young parents; racism and respect; incest survivors; eating disorders; AIDS; homelessness; young carers; school exclusion; community service; Saturday school; peer education about drugs; advocacy; bullying; crime; mental health; acting as an appropriate adult; fostering young people; and sexual health. Also contains papers from a teacher, youth worker, probation officer, residential social worker and GP's point of view. Aimed at all those training to work with young people as well as those already doing so.