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1.
Mental Health,Drug Use and Adolescence: Meeting the Needs of Vulnerable Students in Secondary School
Ylva Odenbring 《The Urban Review》2018,50(3):363-377
Today, an increasing number of students are suffering from different kinds of mental health problems. Still, we know little about how professionals in secondary school and other professionals in society handle and collaborate around these issues. The findings from the present study make an important contribution to the research field regarding professionals’ efforts to meet the needs of vulnerable students. The present study investigates how school professionals in two Swedish urban schools and the local police describe their experiences with meeting the needs of students who are suffering from mental health problems and drug use. The study draws on semi-structured interviews with the professionals and observations of the schools’ student welfare team meetings. The findings reveal that self-medication, through use of pills or drugs (or both), has become quite common among adolescents, who see it as a way to ‘solve their mental health problems. Although students’ wellbeing and school safety were reported to be major concerns, the professionals’ collaborations were sometimes obstacles. Issues connected to the complexity of adolescents’ mental health not only highlight the importance of collaboration between schools and other societal institutions, but also indicate the necessary resources for such collaboration. 相似文献
2.
Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to consider the logic and techniques of such programmes with a specific focus on England. An innovative visual methodology was used to focus on student perspectives of mental health interventions in school. Young peoples’ photo representations of mental health were collected and used to stimulate focus group discussions with 65 students aged 12–14, across seven schools. ‘Resilience’ was seen to be the key organising concept for mental health interventions in schools. The concept was viewed as narrowly focused on attitude towards—and performance in—school work, with individuals being encouraged to ‘push on through’ difficulties to achieve success. Young people were critical of this approach, suggesting several alternatives. These included increased access to independent mental health professionals, safe spaces within schools and mental health education that addressed the social and affective dimensions of mental health difficulties. 相似文献
3.
Wellness promotion addresses both the reduction of disorder and disease and the enhancement of mental and physical health. There is increasing evidence of a strong and reciprocal relationship between mental and physical health, and linking these two areas may be particularly useful for promoting positive youth development in school contexts. This article discusses the relationship between mental and physical health in children and adolescents, and how to promote both within schools. Topics discussed include the benefits of (a) hope and optimism, (b) structured extracurricular activities, and (c) sport and exercise psychology for school‐based health and wellness promotion. These topics are linked in that each has the potential to positively affect both mental and physical health in children and adolescents in schools. © 2007 Wiley Periodicals, Inc. 相似文献
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Rhiannon Barker Greg Hartwell Matt Egan Karen Lock 《British Educational Research Journal》2023,49(3):499-521
Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims. 相似文献
6.
BackgroundChildren in out-of-home care are consistently found to have poor mental health compared to children in the general population. However, UK research has so far failed to disentangle the impact of the care system on children’s mental health outcomes from the effects of the adverse circumstances that led to their admission to care.ObjectiveThis research investigated the association between care placement and the presence of child mental health problems after controlling for children’s pre-care experiences. It also identified factors associated with mental health problems among children in care.Participants and SettingThe sample comprised three groups of children involved with child welfare services due to maltreatment, including children in out-of-home care (n = 122), reunified children (n = 82) and those who had never been in care (n = 159).MethodsThe mental health of the children in the three groups was compared, using information collected from their parents/foster carers and social workers.ResultsThe odds of a child in out-of-home care having a mental health problem were not significantly higher than those of a child who had never been in care (AOR = 1.24; p = 0.462). However, the odds of a child in out-of-home care having reactive attachment disorder (RAD) were significantly higher than those of a child who had never been in care (AOR=1.92; p = 0.032).ConclusionsThese findings make an important contribution to international debates about whether placing children in care is beneficial or detrimental to their wellbeing, and highlight a range of inter-linking factors associated with the mental health of children in out-of-home care. 相似文献
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Mental health problems are common in war-affected areas, but children have different levels of vulnerability. Based on ecological theory (Bronfenbrenner, 2005), this study analyses how factors related to the child (cognitive capacity), their family (parental depression and parenting styles), and their school (teachers’ practices and peer relations) mediate the association between traumatic stress (traumatic war experiences and stressful life-events) and child mental health (posttraumatic stress and psychological distress symptoms). The participants were 303 Palestinian children (51.2% girls) of 10–13 years (M = 10.94 ± 0.50) and their parents from the Gaza Strip. The children filled in questionnaires during school classes and the parents did so at their homes. The results of structural equation modeling substantiated the hypothesis that parental depression, poor parenting and low-quality peer relations mediated between traumatic stress and children’s mental health problems. Contrary to the hypothesis, child-related factors did not mediate that association. To conclude, parents and peers provide important age-salient social resources for children in war conditions, and psychosocial interventions should therefore enhance their beneficial functions. 相似文献
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Evaluating psychotherapeutic outcome is an important endeavor given psychology's focus on identifying effective treatments. There is ample evidence to suggest that psychotherapy interventions for children and adolescents are effective. Unfortunately, the child and adolescent psychotherapy outcome literature lags behind the adult‐focused outcome literature in some important areas, as children and adolescents are often viewed as extensions of adults. This review analyzes the pertinent youth meta‐analyses, examining treatment, client, and therapist variables relevant to positive outcomes. We also consider the impact of variables that have received more attention in the adult psychotherapy outcome literature (i.e., the therapeutic alliance, therapist effects, and allegiance effects) and their possible impact on child and adolescent outcomes. Our hope is that this discussion benefits school‐based mental health professionals when discerning what works best with the youth population. © 2010 Wiley Periodicals, Inc. 相似文献
9.
Keith Ballard Anne Bray Eric J. Shelton John Clarkson 《International Journal of Disability, Development & Education》1997,44(3):229-241
Fifteen fathers of children with disabilities living in urban and rural settings were interviewed about their experiences which included their interactions with teachers and other professionals in the school system. The fathers’ accounts revealed issues similar to those reported in studies in which mothers were the participants. Where early childhood centres and schools are rejecting of children with disabilities, and where resources are difficult to access, parents experience stress. Supportive professionals and educational settings, on the other hand, are experienced as contributing to child development and family well‐being. 相似文献
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Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence‐based practices through professional development opportunities and published literature. Despite these efforts, evidence‐based practices are not implemented as widely or as effectively as intended. This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc. 相似文献
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Ellen B. Goldring 《教育政策杂志》2013,28(3):209-230
School choice survey data from the Metropolitan Nashville Public Schools, a large county‐wide school district, is analysed to examine the characteristics of parents who consider choosing private schools for their children and those who do not. We examine differences in background, including race, educational attainment and socioeconomic status, as well as differences in parent satisfaction with their child’s previous school, parent involvement in school, parents’ priorities in school choice, as well as parents’ social networks. After controlling for background characteristics, we find that parent satisfaction with their child’s previous school was not a predictor of considering a private school. Rather, parent involvement seems to be a more important indicator of whether or not a parent would consider sending their child to a private school. In this case, parents are not ‘pushed’ away from public schools, contrary to much public rhetoric that suggests private schools are somehow inherently ‘better’ than public schools and parents who are dissatisfied with their public schools will opt for private schools. Instead, these findings suggest a ‘pull’ towards private schools. Parents may perceive that parent involvement and parent communication are more easily facilitated and valued in private schools. 相似文献
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This research is an evaluation of a six-week mental health literacy programme, referred to as the Cambridge United Community Trust’s ‘Mind Your Head’ programme, which was delivered by sports professionals to secondary school students (11-16) in Cambridge, England, during 2017–18. A Mental Health Literacy Scale was used to measure students’ knowledge of mental health issues pre- and post-intervention. Statistical data from these surveys were analysed using an independent samples t-test. Focus groups were held with students in each school, and individual semi-structured interviews were conducted with one lead teacher in each school. The statistical data indicate that statistically significant improvements in mental health literacy were achieved, and this occurred across all genders and ethnicities. The qualitative data suggest that this programme resulted in positive attitudes towards mental health and improved knowledge of how to seek help. The data indicate that investment in similar programmes would be beneficial for schools in improving students’ knowledge of mental health and reducing stigma. 相似文献
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David Armstrong Deborah Price Tim Crowley 《Emotional and Behavioural Difficulties》2013,18(4):381-397
Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes. 相似文献
14.
Although child welfare caseworkers are responsible for facilitating mental health services access for maltreated children, little is known about caseworkers’ decisions to refer children to services. We aimed to identify factors associated with caseworker referral of children to mental health services after a maltreatment investigation. We analyzed data from 1956 children 2–17 years old from the Second National Survey of Child and Adolescent Well-being. We examined associations of children’s predisposing, enabling, and need-related factors and caseworkers’ work environment characteristics with referral to mental health services. Caseworkers referred 21.0% of children to mental health services. In multivariable analyses controlling for potential covariates, factors associated with increased odds of caseworker referral included: older child age; child sexual abuse (versus neglect); child out-of-home placement; caregiver mental health problems; prior maltreatment reports; clinically significant child behavioral problems; and child welfare agency collaborative ties with mental health providers (all p < .05). Factors associated with decreased odds of caseworker referral included child Black race (versus White race) and lack of insurance (versus Private insurance) (all p < .05). In summary, children’s need for mental health services was positively associated with caseworker referral to services but certain predisposing and enabling factors and caseworker work environment characteristics also correlated with services referral. Interventions to reduce disparities in services referral by race and insurance type are critically needed. These may include child welfare agency implementation of policies for mental health screening, assessment, and services referral based on clinical need and establishment of child welfare-mental health agency collaborative ties. 相似文献
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Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a sub-set of the school population experiencing ‘less-severe’ mental health issues, to be addressed through a suite of policy interventions delivered by whole-school approaches, but targeted towards children situated as mentally ‘weak’. Drawing upon a Foucauldian theory of governmentality that addresses children’s behavioural motivations, an in-depth analysis of a number of educational policy initiatives related to mental health is conducted, that it is argued are fundamentally flawed. This analysis is followed by a discussion of the performative culture of High Stakes Testing in contributing to children’s mental health difficulties. Here it is argued that a narrative of mental weakness serves to justify a neoliberal rationality towards the treatment of children for whom the performative logic assumed to motivate all learners, fails. 相似文献
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Janeth Kigobe Pol Ghesquière Michael Ng’Umbi Karla Van Leeuwen 《Educational studies》2019,45(5):613-632
ABSTRACTIn Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed. 相似文献
17.
This research investigates the perceptions of refugee children, refugee parents and school staff regarding the positive adaptation of refugee children in a new social context and the effects on mental health and psychological well-being. This included an exploration of resilience and the role of risk and protective factors. Few studies have focused on views from a resilience perspective, and these have tended to use quantitative rather than qualitative measures. This mixed methods piece of “real world” research adopted a “what’s working well” perspective and explored the important voices of these children, parents and school staff. Staff, parent and child responses were triangulated to provide a rich picture of the potential protective factors operating within the school and family environment. Implications for practice are discussed. 相似文献
18.
Tom Billington Sarah Gibson Penny Fogg Jamal Lahmar Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health. 相似文献
19.
Ida Conboy 《Support for Learning》2021,36(3):380-399
This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy. 相似文献
20.
Mental health difficulties affect 1 in 10 children and adolescents, and up to half of adult cases begin during the school years. The individual and societal impacts of such difficulties are huge, and include poorer quality of life, lost economic productivity, destabilisation of communities, and high rates of health, education and social care service utilisation. Using early intervention and prevention in schools as a central component of a co-ordinated response to this emergent public health crisis makes good sense. Schools play a central role in the lives of children and their families, and their reach is unparalleled. It has been argued that truly comprehensive and effective mental health promotion in schools requires a universal screening component, but this is a controversial proposition. In this article we explore some of the opportunities and challenges posed by such a system. In doing so, we critically assess international literature on social validity (e.g. acceptability, feasibility and utility), definition and conceptualisation (e.g. what do we mean by ‘mental health’ and related terms?), design and implementation (e.g. planning, tool selection, linking to referral and intervention systems), psychometric considerations (e.g. are available instruments reliable and valid?), diversity (e.g. taking into account cultural variation) and costs and benefits (e.g. are the human, financial and material costs of universal screening justified by the improvements in provision and outcomes they bring?). We conclude by presenting a vision for a school-based system that takes into account these important factors. 相似文献