Search results for ‘Subject term:"mental health problems"’ Sort:
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Playing for real
- Author:
- JACKSON Catherine
- Journal article citation:
- Mental Health Today, March 2007, pp.19-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The author reports on the work of the Exstream Theatre Company, which toured schools with an educational drama programme about a young man's descent into psychotic breakdown. The programme was shaped by an advisory group that included members of a local Hearing Voices network, carers, drama experts and early intervention mental health professionals. The performances were followed by small discussion groups, where the audience talked about the play, the issues it raised, and about psychosis.
Promoting successful transitions from day school to regular school environments for youths with serious emotional disorders
- Authors:
- WALTER Uta M., PETR Christopher G.
- Journal article citation:
- Children and Schools, 26(3), July 2004, pp.175-180.
- Publisher:
- Oxford University Press
Describes the Transitional Research by Accessing Individual Needs (TRAIN) Program, a 3-year demonstration project to promote successful transitions (timely returning to less-restrictive neighbourhood school settings) at a therapeutic day school serving multiple school districts near an urban area in the US Midwest. Results suggested those who successfully made the transition differed from unsuccessful ones not in terms of behavioural functioning but of the quality of the relationships established among parents, students, and neighbourhood and day schools. Concludes that improvement of individual functioning is a necessary but not sufficient factor for success. Early planning and actions promoting positive connections are also important. School social workers bring particular expertise to aid transition.
Developing holistic education: a case study of Raddery School for emotionally damaged children
- Author:
- SEED Philip
- Publisher:
- Falmer Press
- Publication year:
- 1992
- Pagination:
- 197p.,illus.
- Place of publication:
- London
Part 1 describes the Raddery experience, a school set up in 1979. Part 2 examines the implications of this experience for education and child care policy and practice at a time of growing emphasis on integrating children with special needs into mainstream schools.
Adolescent mental health: a systematic review on the effectiveness of school-based interventions
- Authors:
- CLARKE Aleisha, et al
- Publisher:
- Early Intervention Foundation
- Publication year:
- 2021
- Pagination:
- 87
- Place of publication:
- London
This report reviews the latest evidence on school-based mental health interventions, providing a comprehensive and up-to-date picture of what works, for whom and under what circumstances in relation to interventions that enhance mental health, prevent mental health difficulties and prevent behavioural difficulties. The report sets out the evidence on the effectiveness of interventions for: promotion – interventions to enhance mental health and wellbeing including social and emotional learning interventions, positive psychology interventions, mindfulness-based interventions, positive youth development interventions, and mental health literacy interventions; prevention – interventions to prevent mental health difficulties including anxiety and depression prevention interventions, and suicide prevention interventions; behaviour – interventions to prevent behavioural difficulties including aggression and violence prevention interventions, bullying prevention interventions, and sexual violence prevention interventions. Key findings include: universal social and emotional learning (SEL) interventions have good evidence of enhancing young people’s social and emotional skills and reducing symptoms of depression and anxiety in the short term; there is good evidence that universal and targeted cognitive behavioural therapy (CBT) interventions are effective in reducing internalising symptoms in young people; there is limited evidence on the effectiveness of school-based interventions designed to prevent suicide and self-harm; violence prevention interventions have been shown to have a small but positive effect on aggressive behaviour in the short term; bullying prevention interventions are effective in reducing the frequency of traditional and cyberbullying victimisation and perpetration; there is promising evidence on the effectiveness of interventions designed to reduce sexual violence and harassment when delivered to young people at risk of experiencing sexual violence; the impact of depression and anxiety prevention interventions and violence prevention interventions tends be stronger when they are targeted at young people with elevated but subclinical symptoms. There are a limited number of interventions interventions specifically designed for and evaluated with minority ethnic groups. (Edited publisher abstract)
Coronavirus: impact on young people with mental health needs. Survey 3: autumn 2020 – return to school
Findings of a survey with 2,011 young people with a history of mental health problems, investigating the mental health impact of the Covid-19 pandemic. The findings show that many young people with mental health problems are struggling to cope as they return to secondary school, after months of living through the COVID-19 crisis. The pandemic has put a huge strain on many young people who were already struggling with their mental health, because of traumatic experiences, social isolation, a loss of routine and a breakdown in formal and informal support. The survey highlighted positives for mental health in the initial return to school, such as seeing friends, having a routine, and seeing their teachers. However, many said that the rapid return to academic pressure, after six months away, was having a negative impact. The findings show: 69% of respondents described their mental health as poor now that they are back at school – this has risen from 58% who described their mental health as poor before returning to school; 40% of respondents said that there was no school counsellor available to support students in their school; only 27% had had a one-to-one conversation with a teacher or another member of staff in which they were asked about their wellbeing, by the time they completed the survey; almost a quarter of respondents (23%) said that there was less mental health support in their school than before the pandemic, while only 9% agreed that there was more mental health support. (Edited publisher abstract)
Surviving secondary school: a story of mental health in adolescence
- Author:
- MORLEY Carys J.
- Journal article citation:
- Mental Health and Social Inclusion, 23(4), 2019, pp.162-165.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to share experiences of attending a secondary school with mental health difficulties and provide tips for coping. It is the first in a series of three papers exploring mental health at different stages of education. Design/methodology/approach: A narrative, first-person approach is taken. Findings: Advice and tips for both adolescents experiencing mental health difficulties and teachers are provided. Originality/value: The paper is one person’s experiences and therefore unique. It contributes a voice to the much-needed discussion on teenagers and mental health, and promotes an understanding of mental health to both teenagers who may be experiencing difficulties and those who know such teenagers. (Publisher abstract)
A mile in our shoes
- Author:
- McANELLY Lawrence
- Journal article citation:
- Every Child Journal, 5(1), 2015, pp.70-76.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
The Junction Foundation is a charity based in the county of Redcar and Cleveland that aims to make a positive difference to the lives of vulnerable young people, such as those with mental ill health or stressful caring responsibilities. This article look discusses some of the principles at the heart of their service. These include: listening to children, young people and families about their experiences of Junction Foundation services; involving children, young people and families in the recruitment of staff; working with partner organisations to build relationships within the community; working with schools to support young people's mental health. (Edited publisher abstract)
Promoting school-based mental health: perspectives from school practitioners
- Authors:
- POWERS Joelle D., et al
- Journal article citation:
- Social Work in Mental Health, 9(1-6), 2011, pp.22-36.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Youth mental health problems can severely compromise a child’s opportunity for success in school. It is estimated that up to 20% of school-aged children have an undiagnosed or untreated mental health problem that directly or indirectly affects their academic performance. The aim of this small, qualitative study was to identify the most important resources needed for promoting mental health from the perspective of multidisciplinary school practitioners. The participants were 4 school social workers, 4 school psychologists, 2 classroom teachers, 1 behaviour support liaison, and 1 exceptional children services coordinator. This sample of 12 staff participated in a 2-hour focus group in which they discussed the status of student mental health problems in their district and their perception of the most crucial resource needs. The results provide insight about critical school needs and existing resources that can guide the re-allocation of available assets and the development of new mental health interventions for schools. Implications for future practice, research, and policy are also discussed.
‘The bad people go and speak to her’: young people’s choice and agency when accessing mental health support in school
- Authors:
- SPRATT Jennifer, et al
- Journal article citation:
- Children and Society, 24(6), November 2010, pp.483-494.
- Publisher:
- Wiley
Concerns about the mental health and well-being of children and young people have resulted in a call for closer working between schools and providers of mental health support services. This article explores issues of access when mental health initiatives are sited in formal educational settings. In particular, it focuses on the implications for the agency of children and young people seeking support from those services when and how they choose. Evidence is provided from a wide-ranging study commissioned by the Scottish Executive. The study comprised two phases: telephone interviews with 66 professionals across Scotland with a particular interest in the role of schools in supporting the mental health of children and young people; and in-depth case studies of six school-based interventions aiming to support mental health. The findings showed that the incorporation of mental health interventions into schools led to a significant role for teachers in the referral process. This had problematic implications for which children and young people accessed the service and how the service are viewed by other children and young people in the school. Alternative approaches are discussed, which offer opportunities for children and young people to explore the available services and make their own choices about their level of engagement.
Being treated differently: stigma experiences with family, peers, and school staff among adolescents with mental health disorders
- Author:
- MOSES Tally
- Journal article citation:
- Social Science and Medicine, 70(7), April 2010, pp.985-993.
- Publisher:
- Elsevier
Perceived stigma relates to the subjective experiences of individuals suffering from mental disorders and their perceptions that society generally devalues and discriminates against people who have a mental illness and that others discriminate against or devalue them specifically. This study examined perceived stigmatisation on the part of adolescents diagnosed and treated for various mental disorders, focusing on analysis of responses to questions about being treated differently by family members, peers, and school staff. The article reviews what is known about stigma faced by young people and discusses analysis of narratives from mixed method interviews with 56 adolescents in a midwestern US city. The results showed variation in the perceived extent and nature of stigma and in factors perceived as promoting or protecting from stigmatisation, depending on the interpersonal domain. 62% of participants experienced stigmatisation in relationships with peers, often leading to friendship losses and transitions, 46% described experiencing stigmatisation by family members, often taking the form of unwarranted assumptions, distrust, avoidance, pity and gossip, 35% of participants reported stigma perpetrated by school staff, who expressed fear, dislike, avoidance, and underestimation of their abilities, and 22% reported different treatment by school staff which was interpreted as positive and supportive.