Search results for ‘Subject term:"mental health problems"’ Sort:
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Attitude and behaviour change – it takes a generation
- Authors:
- RUSSELL Naomi, TAYLOR Jennifer
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 9(4), 2014, pp.207-214.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe the work of the Children and Young People's Programme of Time to Change, which is England's biggest campaign to end the stigma and discrimination that surrounds mental health. Design/methodology/approach: The paper draws upon research into the nature and effects of mental health stigma and discrimination on young people and also outlines the strategy of the Time to Change campaign and its initial outcomes. Findings: The paper includes testimonies from young people with lived experience of mental health problems about the stigma and discrimination they have faced. It also outlines the aims, objectives and stages of implementation of the Time to Change Children and Young People's Programme. The paper particularly focuses on the campaign work undertaken in secondary schools, the social leadership programme for young people with lived experience of mental health problems and the process of designing effective campaign messaging for social media. Originality/value: Time to Change is England's biggest campaign to end the stigma and discrimination that surrounds mental health. This paper provides a unique insight into the process of developing and rolling out an anti-stigma campaign for young people. (Publisher abstract)
Building resilience
- Author:
- RAE Tina
- Journal article citation:
- Every Child Journal, 4(6), 2014, pp.30-39.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
In the first of two articles, the author looks at how to promote and maintain emotional health and well-being in schools - with a focus on children who are more vulnerable due to a range of risk factors in their lives. (Edited publisher abstract)
Ain't misbehavin'
- Author:
- KHAN Lorraine
- Journal article citation:
- Every Child Journal, 4(3), 2014, pp.56-61.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
Children with behavioural problems make a huge demand on school resources if they are not tackled properly. The author looks at how parenting programmes can help tackle these problems at their root. (Publisher abstract)
Protective factors based model for screening for posttraumatic distress in adolescents
- Authors:
- PAT-HORENCZYK Ruth, et al
- Journal article citation:
- Child and Youth Care Forum, 43(3), 2014, pp.339-351.
- Publisher:
- Springer
Background: There is growing application of school-based screening to identify post-traumatic distress in students following exposure to trauma. The consensus method is based on self-report questionnaires that assess posttraumatic symptoms, functional impairment, depression or anxiety. Objective: The current research explored the possibility of using a model, based on the assessment of protective factors, as a screening method for identifying youth who may suffer from posttraumatic distress and need professional help in the aftermath of war. Method: Participants were 482 Israeli high-school students who were exposed to ongoing missile attacks during Operation Cast Lead in Gaza in 2008. The data collected included symptom scales and three protective factor scales assessing perceived self-efficacy, cognitive-emotion regulation and flexibility in the use of various coping strategies. Results: The results showed that all three protective factors were significant predictors of symptom severity. The protective-factor-based model utilized logistic regression and receiver operating characteristics analysis. The model correctly classified 84 % of adolescents presenting with probable post traumatic stress disorder, identifying them as distressed. Cross-validation was conducted to assess the stability and reliability of the model, which were found to be acceptable. Conclusion: The protective factors based model could be important as a part of preliminary triage before referral for intervention and for identification of distressed adolescents. School based screening which focuses on assessing protective factors may facilitate cooperation by both adolescent students and the education system. (Publisher abstract)
Mental health, resilience and partnership commissioning
- Author:
- WILLIAMS Lisa
- Journal article citation:
- Mental Health Today, March/April 2014, pp.18-20.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Despite evidence which shows that interventions improve resilience, emotional wellbeing and promote good mental health, there are still a number of barriers within the commissioning and delivery system that make more holistic 'resilience enhancing practice' with vulnerable children and families difficult. This article highlights how services working in partnership can help to improve the mental health and resilience of children and young people with mental health issues. (Edited publisher abstract)
Mental health issues in the schools: are educators prepared?
- Authors:
- ANDREWS Amy, McCABE Mike, WIDEMAN-JOHNSTON Taunya
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 9(4), 2014, pp.261-272.
- Publisher:
- Emerald
Purpose: Mental health issues are exceedingly prevalent in society. Approximately one in five people will experience a mental illness within their lifetime and serious mental illnesses are most likely to emerge between the ages of 16 and 24. This research endeavored to gain a better understanding of teachers’ knowledge and perceived roles in dealing with students with mental health issues. The purpose of this paper is to explore teacher education programmess and other resources accessible to teachers as well as barriers to their continued learning about issues related to mental health. Design/methodology/approach: In total, 75 secondary school teachers completed an online survey consisting of 42 Likert-style questions constructed with the main objective of the study in mind. The questions were organised under five different subheadings in the survey in order to provide some direction regarding the research questions. Measures of central tendency were utilised to determine frequencies of responses. The researchers created summary tables of the data for analysis purposes. Findings: Teachers indicate that it is within their role to deal with mental health issues, but many do not have the knowledge to do so. Teacher education programmes are not providing enough preparation for teachers and, although available, many teachers do not have knowledge of resources produced by interest groups. Research limitations/implications: Teacher education programmes, both pre-service and in-sevice, must respond to the needs of teachers. In doing so, the authors can then address the needs of students and assist them in the challenges that mental illnesses present. Practical implications: While an educator's role does not officially include being a mental health practitioner, it is their role to educate all students. This inevitably requires an understanding of the connection between mental health issues and how they affect a student's ability to learn and to live a healthy life. Social implications: Resiliency theory suggests “the most important and consistent protective factor is that of adults caring for children during or after major stressors” (Masten et al., 1991, p. 431). Who better placed to assist them than teachers? Originality/value: This research adds to the ever-increasingly difficulty tasks that teachers are charged with implementing. It identifies a clear need for increased attention to preparing teachers. (Edited publisher abstract)
Faith-based trauma intervention: spiritual-based strategies for adolescent students in faith-based schools
- Authors:
- VIS Jo-Ann, BATTISTONE Amy
- Journal article citation:
- Journal of Religion and Spirituality in Social Work, 33(3-4), 2014, pp.218-235.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A traumatic event can occur at any point in an adolescent’s life. Yet, research suggests that the negative impact of a traumatic event on adolescent’s well-being can be minimised with timely and effective intervention. Careful review of the trauma literature identifies the significance of both community and faith-based intervention in positive post-traumatic recovery. A link has been identified between the use of Christian strategies and a decreased risk of post-traumatic symptoms. However, the literature examined suggests that adolescents may avoid the use of Christian strategies during their recovery because of the effects that their developmental milestones have on their perception of the Christian faith. Based on this research, spiritual based strategies are discussed in an effort to effectively respond to the spiritual and psychological needs of adolescents in faith-based schools in the occasion of a traumatic event. This article outlines literature promoting the significance of Christian-based trauma intervention strategies for adolescents and how social workers can assist school personnel to apply these strategies in the event of a trauma. (Edited publisher abstract)