1
|
Bansema CH, Vermeiren RRJM, Nijland L, de Soet R, Roeleveld J, van Ewijk H, Nooteboom LA. Towards identifying the characteristics of youth with severe and enduring mental health problems in practice: a qualitative study. Eur Child Adolesc Psychiatry 2024; 33:2365-2375. [PMID: 38147108 PMCID: PMC11255042 DOI: 10.1007/s00787-023-02325-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Accepted: 11/28/2023] [Indexed: 12/27/2023]
Abstract
A group of youth with severe and enduring mental health problems (SEMHP) falls between the cracks of the child-and-adolescent psychiatry (CAP) system. An insufficient understanding of these youth's mental health problems results in a failure to accurately identify and provide support to these youth. To gain a deeper understanding, the aim of this study is to explore characteristics of youth with SEMHP in clinical practice based on the experiences of youth and clinicians in CAP. This qualitative study consisted of 20 semi-structured interviews with 10 youth with lived experience and 10 specialized clinicians in CAP. Both a thematic and content analysis was conducted to identify, assess, and report themes associated with youth with SEMHP. Themes were individual characteristics such as trauma, masking, self-destructive behavior, interpersonal distrust as well as environmental and systematic characteristics including parental stressors, social isolation and societal stressors, which go beyond the existing classifications. These characteristics profoundly impact youth's daily functioning across various life domains, creating an interactive process, ultimately leading to elusive mental health problems and overwhelming feelings of hopelessness. The authors recommend proper assessment of characteristics in all life domains affected and their perpetuating effect on SEMHP during diagnostics in CAP. Engaging in a dialogue with youth themselves is crucial due to the nature of youth's characteristics, which frequently transcend traditional classifications and may not be immediately discernible. It also requires an integrated care approach, entailing collaborations between educational institutions and mental healthcare providers, and attention to potential indicators of deficits in the healthcare system and society.
Collapse
Affiliation(s)
- C H Bansema
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands.
| | - R R J M Vermeiren
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
- Youz, Parnassia Group, The Hague, The Netherlands
| | - L Nijland
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
| | - R de Soet
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
| | - J Roeleveld
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
| | - H van Ewijk
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
| | - L A Nooteboom
- LUMC Curium-Department of Child and Adolescent Psychiatry, Leiden University Medical Center, Post Box 15, 2300 AA, Leiden, The Netherlands
| |
Collapse
|
2
|
Wang Z, Luo Y, Cao X, Jiang J. The twisted path to sacredness: a grounded theory study of irrational religious orientation and its psycho-sociological implications. BMC Psychol 2024; 12:360. [PMID: 38902805 PMCID: PMC11191207 DOI: 10.1186/s40359-024-01858-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Accepted: 06/17/2024] [Indexed: 06/22/2024] Open
Abstract
This research delves into the nuances, origins, and societal effects of irrational religious orientations within China's Generation Z, employing grounded theory methodology for a comprehensive analysis. The focus is on those born between 1995 and 2010, a demographic raised amidst rapid information technology growth and significantly influenced by digitalization and globalization. The study identifies three primary dimensions of irrational religious orientations in Generation Z: religious spiritual dependence, religious instrumental tendency, and religious uniqueness identity. These are shaped by factors such as the overwhelming influx of information via digital media, societal pressures and psychological dilemmas, conflicts in values and identity crises, as well as feelings of social isolation and the need for group belonging. To address these trends, the study suggests several interventions: enhancing multicultural and values education, implementing stricter online information regulation and literacy programs, boosting mental health awareness and support, and fostering engagement in social and cultural activities. These recommendations are essential for comprehensively understanding and effectively responding to the irrational religious orientations of Generation Z, ultimately contributing to their overall well-being and healthy development.
Collapse
Affiliation(s)
- Ziang Wang
- Hangzhou Normal University, Hangzhou, Zhejiang, China
| | - Yinglin Luo
- Hangzhou Normal University, Hangzhou, Zhejiang, China
| | - Xuan Cao
- Hong Kong Ruyi Culture Limited, HongKong, China
| | - Jindong Jiang
- Hangzhou Normal University, Hangzhou, Zhejiang, China.
| |
Collapse
|
3
|
Soneson E, Howarth E, Weir A, Jones PB, Fazel M. Empowering School Staff to Support Pupil Mental Health Through a Brief, Interactive Web-Based Training Program: Mixed Methods Study. J Med Internet Res 2024; 26:e46764. [PMID: 38652534 PMCID: PMC11077415 DOI: 10.2196/46764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 03/01/2024] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND Schools in the United Kingdom and elsewhere are expected to protect and promote pupil mental health. However, many school staff members do not feel confident in identifying and responding to pupil mental health difficulties and report wanting additional training in this area. OBJECTIVE We aimed to explore the feasibility of Kognito's At-Risk for Elementary School Educators, a brief, interactive web-based training program that uses a simulation-based approach to improve school staff's knowledge and skills in supporting pupil mental health. METHODS We conducted a mixed methods, nonrandomized feasibility study of At-Risk for Elementary School Educators in 6 UK primary schools. Our outcomes were (1) school staff's self-efficacy and preparedness to identify and respond to pupil mental health difficulties, (2) school staff's identification of mental health difficulties and increased risk of mental health difficulties, (3) mental health support for identified pupils (including conversations about concerns, documentation of concerns, in-class and in-school support, and referral and access to specialist mental health services), and (4) the acceptability and practicality of the training. We assessed these outcomes using a series of questionnaires completed at baseline (T1), 1 week after the training (T2), and 3 months after the training (T3), as well as semistructured qualitative interviews. Following guidance for feasibility studies, we assessed quantitative outcomes across time points by comparing medians and IQRs and analyzed qualitative data using reflexive thematic analysis. RESULTS A total of 108 teachers and teaching assistants (TAs) completed T1 questionnaires, 89 (82.4%) completed T2 questionnaires, and 70 (64.8%) completed T3 questionnaires; 54 (50%) completed all 3. Eight school staff members, including teachers, TAs, mental health leads, and senior leaders, participated in the interviews. School staff reported greater confidence and preparedness in identifying and responding to mental health difficulties after completing the training. The proportion of pupils whom they identified as having mental health difficulties or increased risk declined slightly over time (medianT1=10%; medianT2=10%; medianT3=7.4%), but findings suggested a slight increase in accuracy compared with a validated screening measure (the Strengths and Difficulties Questionnaire). In-school mental health support outcomes for identified pupils improved after the training, with increases in formal documentation and communication of concerns as well as provision of in-class and in-school support. Referrals and access to external mental health services remained constant. The qualitative findings indicated that school staff perceived the training as useful, practical, and acceptable. CONCLUSIONS The findings suggest that brief, interactive web-based training programs such as At-Risk for Elementary School Educators are a feasible means to improve the identification of and response to mental health difficulties in UK primary schools. Such training may help address the high prevalence of mental health difficulties in this age group by helping facilitate access to care and support.
Collapse
Affiliation(s)
- Emma Soneson
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
- Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Emma Howarth
- School of Psychology, University of East London, London, United Kingdom
| | - Alison Weir
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
- Howard Community Academy, Anglian Learning multi-academy trust, Bury St Edmunds, United Kingdom
| | - Peter B Jones
- Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
| | - Mina Fazel
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| |
Collapse
|
4
|
Choi J, Faucher E, Newnam M, Han S. Student-to-Teacher Victimization and Its Negative Impact on Teaching Approaches: Applying Propensity Score Matching. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241235123. [PMID: 38450629 DOI: 10.1177/08862605241235123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/08/2024]
Abstract
The negative impact of student-to-teacher victimization on teachers' perceptions of the work environment and their well-being is supported by growing empirical literature. For instance, violence in the classroom can have a negative impact on teachers themselves and hinder teachers from playing crucial roles in students' classroom experiences, resulting in adverse effects on student performance. However, the research field is limited in understanding the adverse effects on teachers' perceptions more directly related to student learning, such as teacher neglect. To fill the gap in the literature, the current study analyzes data from a nationwide sample of 1,054 middle and high school teachers in South Korea where teachers are generally treated with high regard and social status, often exerting a strong influence and authority over students in both an educational and parental way. Specifically, we conduct propensity score matching to investigate potential influences that student-to-teacher victimization can have on the following three outcome variables: teacher neglect, commitment, and pride. Results of mean comparisons after accounting for other confounding factors show that when compared with nonvictims, victims of student-to-teacher victimization are more likely to neglect their students; these victims also tend to exhibit less pride as teachers. Yet, the results also showed no significant statistical difference in teacher commitment. The current findings highlight the importance of developing programs to prevent and intervene in students' aggressive behaviors toward teachers. Particularly, administrators are recommended to consider providing training for teachers, specific to understanding student-to-teacher victimization in order to promote a more positive school environment and better student-to-teacher relationships in classrooms, including improving teachers' job performance.
Collapse
Affiliation(s)
| | | | | | - Sungil Han
- University of North Carolina at Charlotte, USA
| |
Collapse
|
5
|
Svensson Å, Warne M. Staff perspectives on poor mental health in secondary school students: an increasing problem handled with insufficient resources. Front Public Health 2024; 12:1292520. [PMID: 38496395 PMCID: PMC10940380 DOI: 10.3389/fpubh.2024.1292520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 02/05/2024] [Indexed: 03/19/2024] Open
Abstract
Introduction An increasing number of schools are recognizing the importance of addressing students' mental health based on the association with educational outcomes and long-term health. The school organization and the members of the school staff play important but, in several ways, challenging roles in this work. The purpose of this study was to explore views of staff from schools and school health services on mental ill health among students and their own role in detecting and managing it. Methods A qualitative study was conducted in a sparsely populated municipality in northern Sweden. In total, 40 participants from three secondary schools and the school health services participated either in focus groups or individual interviews. Participants were teachers, assistants, school nurses, school counselors and psychologists. Data were analyzed using thematic analysis. Results The analysis revealed the main theme Student mental ill health: an increasing problem handled with insufficient resources and two subthemes, i.e., Uncertainty in interpreting students' signs of mental ill health and the need to clarify roles and establish a supportive organization. Conclusions It was concluded that school staff were uncertain regarding how to interpret signs of mental ill health among students and required better knowledge and more resources to help students with mental ill health. A clearer organization and consensus regarding support for students with mental ill health were also necessary in light of the division of responsibilities between school staff and the school health services.
Collapse
|
6
|
Klinner C, Glozier N, Yeung M, Conn K, Milton A. A qualitative exploration of young people's mental health needs in rural and regional Australia: engagement, empowerment and integration. BMC Psychiatry 2023; 23:745. [PMID: 37833680 PMCID: PMC10571294 DOI: 10.1186/s12888-023-05209-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Accepted: 09/21/2023] [Indexed: 10/15/2023] Open
Abstract
BACKGROUND Australian rural and regional communities are marked by geographic isolation and increasingly frequent and severe natural disasters such as drought, bushfires and floods. These circumstances strain the mental health of their inhabitants and jeopardise the healthy mental and emotional development of their adolescent populations. Professional mental health care in these communities is often inconsistent and un-coordinated. While substantial research has examined the barriers of young people's mental health and help-seeking behaviours in these communities, there is a lack of research exploring what adolescents in rural and regional areas view as facilitators to their mental health and to seeking help when it is needed. This study aims to establish an in-depth understanding of those young people's experiences and needs regarding mental health, what facilitates their help-seeking, and what kind of mental health education and support they want and find useful. METHOD We conducted a qualitative study in 11 drought-affected rural and regional communities of New South Wales, Australia. Seventeen semi-structured (14 group; 3 individual) interviews were held with 42 year 9 and 10 high school students, 14 high school staff, and 2 parents, exploring participants' experiences of how geographical isolation and natural disasters impacted their mental health. We further examined participants' understandings and needs regarding locally available mental health support resources and their views and experiences regarding mental illness, stigma and help-seeking. RESULTS Thematic analysis highlighted that, through the lens of participants, young people's mental health and help-seeking needs would best be enabled by a well-coordinated multi-pronged community approach consisting of mental health education and support services that are locally available, free of charge, engaging, and empowering. Participants also highlighted the need to integrate young people's existing mental health supporters such as teachers, parents and school counselling services into such a community approach, recognising their strengths, limitations and own education and support needs. CONCLUSIONS We propose a three-dimensional Engagement, Empowerment, Integration model to strengthen young people's mental health development which comprises: 1) maximising young people's emotional investment (engagement); 2) developing young people's mental health self-management skills (empowerment); and, 3) integrating mental health education and support programs into existing community and school structures and resources (integration).
Collapse
Affiliation(s)
- Christiane Klinner
- Central Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Nick Glozier
- Central Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
- Australian Research Council (ARC), Centre of Excellence for Children and Families over the Life Course, Sydney, Australia
| | - Margaret Yeung
- Central Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Katrina Conn
- Central Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
- NSW Department of Education, NSW, Australia
| | - Alyssa Milton
- Central Clinical School, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
- Australian Research Council (ARC), Centre of Excellence for Children and Families over the Life Course, Sydney, Australia.
| |
Collapse
|
7
|
Williams ED, Lateef H, Gale A, Boyd D, Albrecht J, Paladino J, Koschmann E. Barriers to School-Based Mental Health Resource Utilization Among Black Adolescent Males. CLINICAL SOCIAL WORK JOURNAL 2023; 51:1-16. [PMID: 37360754 PMCID: PMC10148625 DOI: 10.1007/s10615-023-00866-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/16/2023] [Indexed: 06/28/2023]
Abstract
Black adolescent males use available mental health services at a disproportionately lower rate compared to males of other racial groups. This study examines barriers to school-based mental health resource (SBMHR) use among Black adolescent males, as a means of addressing reduced usage of available mental health resources and to improve these resources to better support their mental health needs. Secondary data for 165 Black adolescent males were used from a mental health needs assessment of two high schools in southeast Michigan. Logistic regression was employed to examine the predictive power of psychosocial (self-reliance, stigma, trust, and negative previous experience) and access barriers (no transportation, lack of time, lack of insurance, and parental restrictions) on SBMHR use, as well as the relationship between depression and SBMHR use. No access barriers were found to be significantly associated with SBMHR use. However, self-reliance and stigma were statistically significant predictors of SBMHR use. Participants who identified self-reliance in addressing their mental health symptoms were 77% less likely to use available mental health resources in their school. However, participants who reported stigma as a barrier to using SBMHR were nearly four times more likely to use available mental health resources; this suggests potential protective factors in schools that can be built into mental health resources to support Black adolescent males' use of SBMHRs. This study serves as an early step in exploring how SBMHRs can better serve the needs of Black adolescent males. It also speaks to potential protective factors that schools provide for Black adolescent males who have stigmatized views of mental health and mental health services. Future studies would benefit from a nationally representative sample allowing for more generalizable results regarding barriers and facilitators to Black adolescent males' use of school-based mental health resources.
Collapse
Affiliation(s)
- Ed-Dee Williams
- School of Social Work, University of Michigan, 1080 South University Avenue, Office 3765, Ann Arbor, MI 48109-1106 USA
| | - Husain Lateef
- Washington University in St. Louis School of Social Work, St. Louis, MO USA
| | - Adrian Gale
- Rutgers University School of Social Work, New Brunswick, NJ USA
| | - Donte Boyd
- The Ohio State University School of Social Work, Columbus, OH USA
| | - Jeffrey Albrecht
- Department of Psychiatry, University of Michigan, Ann Arbor, MI 48105 USA
| | - Jill Paladino
- Department of Psychiatry, University of Michigan, Ann Arbor, MI 48105 USA
| | | |
Collapse
|
8
|
Heatly MC, Nichols-Hadeed C, Stiles AA, Alpert-Gillis L. Implementation of a School Mental Health Learning Collaborative Model to Support Cross-Sector Collaboration. SCHOOL MENTAL HEALTH 2023; 15:1-18. [PMID: 37359161 PMCID: PMC10102686 DOI: 10.1007/s12310-023-09578-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/27/2023] [Indexed: 06/28/2023]
Abstract
Facilitating success for students with behavioral health challenges requires effective collaboration among professionals from traditionally disparate systems (e.g., education, health, and mental health). The current investigation describes a case-study implementation of a school-based learning collaborative model and explores its effectiveness in promoting knowledge, skill, efficacy, and systems-related improvements in cross-sector collaboration. The learning collaborative (LC) was offered to school teams over the course of a year and consisted of a combination of didactic and experiential learning opportunities, guest speakers, district-specific improvement goals, peer learning and support, and individualized consultation support. Evaluation efforts included evidence demonstrating the efficacy of the LC, improvement in person-centered knowledge skills and competencies, and generation of concrete changes in school systems. Respondents consistently shared that the quality of the LC was high that the topics were highly useful for their day-to-day practice, and that they would recommend the LC to their colleagues and peers. In turn, this process fostered improvement in educators' knowledge, skills, and confidence, and generated systemic improvement in districts to support children with behavioral health needs and their families. Specific components of this model that best account for changes are discussed, along with implications for application and next steps.
Collapse
Affiliation(s)
- Melissa C. Heatly
- Department of Psychiatry, University of Rochester Medical Center, Rochester, NY USA
| | - Corey Nichols-Hadeed
- Department of Psychiatry, University of Rochester Medical Center, Rochester, NY USA
| | - Allison A. Stiles
- Department of Psychiatry, University of Rochester Medical Center, Rochester, NY USA
| | - Linda Alpert-Gillis
- Department of Psychiatry, University of Rochester Medical Center, Rochester, NY USA
| |
Collapse
|
9
|
Fazel M, Soneson E, Sellars E, Butler G, Stein A. Partnerships at the Interface of Education and Mental Health Services: The Utilisation and Acceptability of the Provision of Specialist Liaison and Teacher Skills Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4066. [PMID: 36901077 PMCID: PMC10001585 DOI: 10.3390/ijerph20054066] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Revised: 02/11/2023] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
Partnerships between school staff and mental health professionals have the potential to improve access to mental health support for students, but uncertainty remains regarding whether and how they work in practice. We report on two pilot projects aimed at understanding the implementation drivers of tailored strategies for supporting and engaging front-line school staff in student mental health. The first project provided regular, accessible mental health professionals with whom school staff could meet and discuss individual or systemic mental health concerns (a school 'InReach' service), and the other offered a short skills training programme on commonly used psychotherapeutic techniques (the School Mental Health Toolbox; SMHT). The findings from the activity of 15 InReach workers over 3 years and 105 individuals who attended the SMHT training demonstrate that school staff made good use of these services. The InReach workers reported more than 1200 activities in schools (notably in providing specialist advice and support, especially for anxiety and emotional difficulties), whilst most SMHT training attendees reported the utilisation of the tools (in particular, supporting better sleep and relaxation techniques). The measures of acceptability and the possible impacts of the two services were also positive. These pilot studies suggest that investment into partnerships at the interface of education and mental health services can improve the availability of mental health support to students.
Collapse
Affiliation(s)
- Mina Fazel
- Department of Psychiatry, University of Oxford, Oxford OX3 7JX, UK
| | - Emma Soneson
- Department of Psychiatry, University of Oxford, Oxford OX3 7JX, UK
| | - Elise Sellars
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, UK
| | - Gillian Butler
- Oxford Cognitive Therapy Centre, Warneford Hospital, Oxford OX3 7JX, UK
| | - Alan Stein
- Department of Psychiatry, University of Oxford, Oxford OX3 7JX, UK
| |
Collapse
|
10
|
Jaspers-van der Maten ML, Rommes EWM, Scholte RHJ. Early Identification of Social, Emotional, and Behavioral Difficulties by School Staff: A Qualitative Examination of Dutch Primary School Practices. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:654. [PMID: 36612975 PMCID: PMC9819244 DOI: 10.3390/ijerph20010654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 12/16/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
About 16% of Dutch children are reported to have social, emotional, and behavioral difficulties (SEBDs). SEBDs generate distress and pose risks for various negative outcomes; thus, their timely identification is deemed important to respond appropriately to children's needs and avoid such negative outcomes. Primary schools are considered convenient places to implement early SEBD identification, but the ways in which schools achieve this in practice may be inadequate, although the issue remains under-researched. Although there are several systematic school-based early identification methods (e.g., universal or selective screening), primary schools predominantly rely on school staff to recognize children at risk for, or experiencing, SEBDs. As differences in identification practices could impact whether and when (signs of) SEBDs are identified, this study aimed to increase our understanding of differences in identification practices used by school staff and their potential implications for early identification effectiveness. Thirty-four educational and clinical professionals working at nine primary schools participated in in-depth semi-structured interviews. We used MAXQDA to thematically code and analyze the data. Our analysis of these interviews illustrated that schools' identification practices differed on three elements: the frequency of observations, maintaining a four-eyes principle, and the utilization of specialist knowledge. We argue that differences in these elements have potential consequences for the timeliness and quality of SEBD identification.
Collapse
Affiliation(s)
- Marloes L. Jaspers-van der Maten
- Department of Gender & Diversity Studies, Radboud Social Cultural Research, Radboud University Nijmegen, P.O. Box 1908, 6500 VC Nijmegen, The Netherlands
| | - Els W. M. Rommes
- Department of Gender & Diversity Studies, Radboud Social Cultural Research, Radboud University Nijmegen, P.O. Box 1908, 6500 VC Nijmegen, The Netherlands
| | - Ron H. J. Scholte
- Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 VC Nijmegen, The Netherlands
| |
Collapse
|
11
|
Semchuk JC, McCullough SL, Lever NA, Gotham HJ, Gonzalez JE, Hoover SA. Educator-Informed Development of a Mental Health Literacy Course for School Staff: Classroom Well-Being Information and Strategies for Educators (Classroom WISE). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:35. [PMID: 36612359 PMCID: PMC9819463 DOI: 10.3390/ijerph20010035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 12/06/2022] [Accepted: 12/07/2022] [Indexed: 06/17/2023]
Abstract
Educators play a critical role in promoting mental health and well-being with their students. Educators also recognize that they lack knowledge and relevant learning opportunities that would allow them to feel competent in supporting student mental health. As such, educators require resources and training to allow them to develop skills in this area. The Mental Health Technology Transfer Center (MHTTC) Network partnered with the National Center for School Mental Health at the University of Maryland School of Medicine to develop Classroom Well-Being and Information for Educators (WISE), a free, three-part mental health literacy training package for educators and school staff that includes an online course, video library, and resource collection. The Classroom WISE curriculum focuses on promoting positive mental health in the classroom, as well as strategies for recognizing and responding to students experiencing mental health related distress. This paper describes the curriculum development process, including results of focus groups and key informant interviews with educators and school mental health experts. Adoption of Classroom WISE can help educators support student mental health and assist in ameliorating the youth mental health crisis.
Collapse
Affiliation(s)
| | | | - Nancy A. Lever
- National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA
| | - Heather J. Gotham
- Mental Health Technology Transfer Center, Network Coordinating Office, Stanford University School of Medicine, 1520 Page Mill Road, Palo Alto, CA 94304, USA
| | - Jessica E. Gonzalez
- Mental Health Technology Transfer Center, Network Coordinating Office, Stanford University School of Medicine, 1520 Page Mill Road, Palo Alto, CA 94304, USA
| | - Sharon A. Hoover
- National Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA
| |
Collapse
|
12
|
Gómez-Restrepo C, Sarmiento-Suárez MJ, Alba-Saavedra M, Bird VJ, Priebe S, van Loggerenberg F. Adapting DIALOG+ in a School Setting—A Tool to Support Well-being and Resilience in Adolescents Living in Postconflict Areas During the COVID-19 Pandemic: Protocol for a Cluster Randomized Exploratory Study. JMIR Res Protoc 2022; 11:e40286. [DOI: 10.2196/40286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 09/16/2022] [Accepted: 10/10/2022] [Indexed: 11/11/2022] Open
Abstract
Background
Colombia has a long history of an armed conflict that has severely affected communities with forced internal displacement and violence. Victims of violence and armed conflicts have higher rates of mental health disorders, and children and adolescents are particularly affected. However, the mental health needs of this population are often overlooked, especially in low- and middle-Income countries, where scarcity of resources exacerbates the problem that has been further compounded by the global COVID-19 pandemic. Thus, special attention should be paid to the development of interventions that target this population.
Objective
Our research aims to adapt an existing patient-centered digital intervention called DIALOG+ from a clinical setting to an educational setting using stakeholders’ (teachers’ and students’) perspectives. We aim to evaluate the feasibility, acceptability, and estimated effect of implementing this intervention as a tool for the identification and mobilization of personal and social resources to mitigate the impact of social difficulties and to promote mental well-being.
Methods
We will conduct an exploratory mixed methods study in public schools of postconflict areas in Tolima, Colombia. The study consists of 3 phases: adaptation, exploration, and consolidation of the DIALOG+ tool. The adaptation phase will identify possible changes that the intervention requires on the basis of data from focus groups with teachers and students. The exploration phase will be an exploratory cluster randomized trial with teachers and school counselors to assess the acceptability, feasibility, and estimated effect of DIALOG+ for adolescents in school settings. Adolescents’ data about mental health symptoms and wellness will be collected before and after DIALOG+ implementation. During this phase, teachers or counselors who were part of the intervention group will share their opinions through the think-aloud method. Lastly, the consolidation phase will consist of 2 focus groups with teachers and students to discuss their experiences and to understand acceptability.
Results
Study recruitment was completed in March 2022, and follow-up is anticipated to last through November 2022.
Conclusions
This exploratory study will evaluate the acceptability, feasibility, and estimated effect of DIALOG+ for adolescents in postconflict school settings in Colombia. The use of this technology-supported tool aims to support interactions between teachers or counselors and students and to provide an effective student-centered communication guide. This is an innovative approach in both the school and the postconflict contexts that could help improve the mental health and wellness of adolescents in vulnerable zones in Colombia. Subsequent studies will be needed to evaluate the effectiveness of DIALOG+ in an educational context as a viable option to reduce the gap and inequities of mental health care access.
Trial Registration
ISRCTN Registry ISRCTN14396374; https://www.isrctn.com/ISRCTN14396374?q=ISRCTN14396374
International Registered Report Identifier (IRRID)
DERR1-10.2196/40286
Collapse
|
13
|
McKoin Owens M, Zickafoose A, Wingenbach G, Haddad S, Freeny J, Engels J. Selected Texan K-12 Educators' Perceptions of Youth Suicide Prevention Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12625. [PMID: 36231925 PMCID: PMC9566514 DOI: 10.3390/ijerph191912625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
K-12 school personnel may be frontline responders for youth contemplating suicide or other harmful behaviors. Therefore, the purpose of this preliminary study was to determine selected K-12 educators' perceptions of youth suicide prevention (YSP) training. A longitudinal trend survey with repeated measures and proportionally stratified random samples of K-12 personnel from nine Texas independent school districts provided data. Participants' perceived knowledge of the YSP content showed significant appreciative gains between pre- and follow-up post-tests. Likewise, their confidence levels for helping students at risk of suicide and approaching other adults to talk about students at risk of suicide rose significantly between pretests and follow-up post-tests. This preliminary study reinforces the value of training educators to acquire content knowledge and confidence boosting opportunities for engagement in difficult dialogue about suicidality. YSP training helped improve educators' confidence to engage with others about students' mental health concerns, calling attention to the importance of identifying early warning signs that may aid in early support and prevention of youth mental health concerns.
Collapse
Affiliation(s)
- Melanie McKoin Owens
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Alexis Zickafoose
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Gary Wingenbach
- Department of Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX 77843, USA
| | - Sana Haddad
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Jamie Freeny
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| | - Josephine Engels
- Mental Health America of Greater Houston, Houston, TX 77098, USA
| |
Collapse
|
14
|
Giles-Kaye A, Quach J, Oberklaid F, O’Connor M, Darling S, Dawson G, Connolly AS. Supporting children's mental health in primary schools: a qualitative exploration of educator perspectives. AUSTRALIAN EDUCATIONAL RESEARCHER 2022; 50:1-21. [PMID: 35996387 PMCID: PMC9385420 DOI: 10.1007/s13384-022-00558-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
Schools are often seen as a key setting for the provision of mental health support for children. This study aimed to explore the professional perspectives of primary school educators in Victoria, Australia, regarding how schools can support the mental health of their students. Semi-structured interviews and focus groups were conducted with 17 primary school educators, from four schools. Thematic analysis was used to generate themes from the data. This study indicates that educators report significant concerns about the complexities of their role and their capacity to support children's mental health due to a lack of resources, overwhelming demands, and inadequate training. Educators highlighted the importance of partnership and communication with families and of a school culture that prioritises mental health. This study provides insights into external factors that can undermine effective support of children's mental health within primary schools and indicates a need for a more integrated approach to supporting children's mental health across education and healthcare.
Collapse
Affiliation(s)
- Alison Giles-Kaye
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Jon Quach
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Frank Oberklaid
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- The Royal Children’s Hospital, Melbourne, VIC Australia
- Department of Pediatrics, University of Melbourne, VIC, Australia
| | - Meredith O’Connor
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Simone Darling
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Department of Pediatrics, University of Melbourne, VIC, Australia
| | - Georgia Dawson
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Ann-Siobhan Connolly
- Centre for Community Child Health, Murdoch Children’s Research Institute, Children’s Hospital, RoyalMelbourne, VIC Australia
| |
Collapse
|
15
|
Clarke T, Hoskin S. Teaching children and adolescents about mental wellbeing: an exploratory multi-site case study in England. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2022. [DOI: 10.1080/02667363.2022.2100321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Tania Clarke
- Faculty of Education, University of Cambridge, Cambridge, UK
| | | |
Collapse
|
16
|
An Exploratory Case Study of the Types of Resources Black Boys Use to Support Their Mental Health. Healthcare (Basel) 2022; 10:healthcare10061082. [PMID: 35742133 PMCID: PMC9222322 DOI: 10.3390/healthcare10061082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 05/10/2022] [Accepted: 05/28/2022] [Indexed: 11/16/2022] Open
Abstract
Black adolescent boys experience mental health challenges because of their exposure to a greater frequency and severity of psychosocial stressors. This study used a sample of Black boys at a high school in southeastern Michigan as a case study to understand the types of resources Black boys might use to support their mental health. After conducting a rigorous analysis of the study data using a rapid and an accelerated data reduction technique, four themes helped us answer the question: What kinds of mental health support resources are Black boys using? Four themes emerged from our analysis: online resources, community and trusted individuals, self-reliance, and additional needs. This case study is a springboard for further work to tailor a mental health education and support intervention, such as the YBMen Project, for Black boys and for building additional support amid the multiple crises occurring that impact their mental health and safety. Findings have implications for future research, practice, and policy to improve the mental health of Black boys in high school.
Collapse
|
17
|
Paton K, Gillam L, Warren H, Mulraney M, Coghill D, Efron D, Sawyer M, Hiscock H. How can the education sector support children’s mental health? Views of Australian healthcare clinicians. PLoS One 2022; 17:e0261827. [PMID: 35073336 PMCID: PMC8786182 DOI: 10.1371/journal.pone.0261827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 12/12/2021] [Indexed: 11/19/2022] Open
Abstract
Objectives Policy makers in developed countries have long considered the education system an avenue for supporting mental health care for children. Whilst educators have identified many challenges to providing this support (e.g. non-core role, stigma, overcrowded curriculum), understanding clinicians’ views on the role of educators and schools and how clinicians and schools could work together to achieve good mental health outcomes are important questions. However, clinician voices in how schools and health should work together for children’s mental health care are frequently missing from the debate. We aimed to report clinicians’ views about how the education system could support student’s mental health and improve access to mental health care for children and adolescents. Methods 143 clinicians (approximately 35 each of child and adolescent psychiatrists, pediatricians, child psychologists and general practitioners (GPs)) from the states of Victoria and South Australia participated in semi-structured phone interviews between March 2018 and February 2019. Inductive content analysis was applied to address the broad study aims. Findings Key themes emerged: (1) The role of schools in supporting individual children; (2) School based programs to support children and families; and (3) Challenges of implementing these suggestions. Clinicians across all professional groups suggested the education system could play an important role in improving access to mental health services through harnessing existing staff or co-locating mental health clinicians. They also suggested schools could identify at risk children and implement coping and social skills programs. Conclusions Schools and educators could play a key role in prevention and early intervention of children’s mental health problems. However, before recommending exactly how to do this, key evidence gaps need to be addressed.
Collapse
Affiliation(s)
- Kate Paton
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Lynn Gillam
- Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Victoria, Australia
- Children’s Bioethics Centre, The Royal Children’s Hospital, Melbourne, Victoria, Australia
| | - Hayley Warren
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Melissa Mulraney
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- ISN Innovations, Institute for Social Neuroscience, Ivanhoe, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - David Coghill
- Mental Health, The Royal Children’s Hospital, Melbourne, Victoria, Australia
- Department of Psychiatry, University of Melbourne, Melbourne, Victoria, Australia
| | - Daryl Efron
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Michael Sawyer
- School of Medicine, University of Adelaide, Adelaide, South Australia, Australia
- Research and Evaluation Unit, Women’s and Children’s Health Network, North Adelaide, South Australia, Australia
| | - Harriet Hiscock
- Centre for Community Child Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
- Health Services Research Unit, The Royal Children’s Hospital, Melbourne, Victoria, Australia
- * E-mail:
| |
Collapse
|
18
|
Pestaner MC, Tyndall DE, Powell SB. Student safety in middle school: Implications for school nurse and teacher collaboration. Public Health Nurs 2022; 39:1220-1226. [PMID: 35751908 PMCID: PMC9796226 DOI: 10.1111/phn.13112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 05/09/2022] [Accepted: 06/10/2022] [Indexed: 01/01/2023]
Abstract
OBJECTIVE Adolescent suicide is a public health crisis. School connectedness, a protective factor, may be especially important in low-income rural schools, with fewer resources and higher rates of suicide as compared to urban schools. The purpose of this study was to explore teacher perceptions of safety and school connectedness in a low-income, rural middle school, and implications for collaborative practice between school nurses and teachers. DESIGN AND SAMPLE A qualitative secondary data analysis was used. Data were taken from transcripts from four focus groups comprised of middle school teachers (n = 20). MEASUREMENT An inductive approach to content analysis was conducted using in vivo Coding and Venn diagrams. RESULTS Three themes were identified: (1) defiant and aggressive student behaviors were safety concerns, as teachers perceived they may be obscuring mental health needs; (2) teachers were sometimes placed in a position to assist students with safety management strategies; and (3) managing safety concerns was an obstacle to building connectedness, as reflected in safety and school connectedness. CONCLUSION Collaborative strategies between school nurses and teachers are essential to identify student behaviors that may be masking mental health needs. Strategies have the potential to enhance school connectedness and support student safety.
Collapse
Affiliation(s)
- Mitzi C. Pestaner
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
| | - Deborah E. Tyndall
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
| | - Shannon B. Powell
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
| |
Collapse
|
19
|
Ward RJ, Bristow SJ, Kovshoff H, Cortese S, Kreppner J. The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis. J Atten Disord 2022; 26:225-244. [PMID: 33331193 PMCID: PMC8679179 DOI: 10.1177/1087054720972801] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
OBJECTIVE To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors. METHOD Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). RESULTS 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (-2.02, -0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils' behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (-0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. CONCLUSION ADHD teacher training programs may be effective in initially improving ADHD teachers' knowledge. There is inconsistent evidence for their efficacy to reduce students' ADHD-type behaviors.
Collapse
Affiliation(s)
| | | | | | - Samuele Cortese
- University of Southampton, Southampton,
Hampshire, UK
- Solent NHS Trust, Southampton, UK
- New York University Child Study Center,
New York, NY, USA
- University of Nottingham, Nottingham,
UK
| | - Jana Kreppner
- University of Southampton, Southampton,
Hampshire, UK
| |
Collapse
|
20
|
Mansfield R, Humphrey N, Patalay P. Educators' perceived mental health literacy and capacity to support students' mental health: associations with school-level characteristics and provision in England. Health Promot Int 2021; 36:1621-1632. [PMID: 33667299 PMCID: PMC8699399 DOI: 10.1093/heapro/daab010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Conceptual frameworks for school-based, preventive interventions recognise that educators' capacity is, in part, dependent on school-level characteristics. This study aimed to (i) examine the factor structure and internal consistency of the Mental Health Literacy and Capacity Survey for Educators (MHLCSE); (ii) assess responses in relation to supporting students' mental health; (iii) describe schools' mental health provision in terms of designated roles, training offered, and perceived barriers; (iv) investigate variance in MHLCSE outcomes explained by schools; and, (v) explore school-level predictors of educators' perceived MHL and capacity after controlling for individual-level characteristics. A multi-level, cross-sectional design involving 710 educators across 248 schools in England was used, and secondary analyses of baseline data collected as part of the Education for Wellbeing Programme were conducted. Mental health provision data was available for 206 schools, of which 95% offered training to some staff, and 71% had a designated mental health lead. Secondary schools offered significantly more training than primary schools. Significant barriers included lack of capacity in Child and Adolescent Mental Health Services (CAMHS) and within school, and communication challenges between agencies. The amount of training offered by schools significantly predicted educators' awareness and knowledge of mental health issues, treatments and services, legislation and processes for supporting students' mental health and comfort providing active support, with increased training predicting higher scores. However, little variance was explained by schools (1.7-12.1%) and school-level variables (0.7-1.2%). Results are discussed in relation to current mental health and education policy in England.
Collapse
Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK
- Institute of Education, University of Manchester, M13 9PL, UK
| | - Neil Humphrey
- Institute of Education, University of Manchester, M13 9PL, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, WC1E 6BT, UK
- MRC Unit for Lifelong Health & Ageing, University College London, WC1E 6BT, UK
| |
Collapse
|
21
|
Perkins A, Clarke J, Smith A, Oberklaid F, Darling S. Barriers and enablers faced by regional and rural schools in supporting student mental health: A mixed-methods systematic review. Aust J Rural Health 2021; 29:835-849. [PMID: 34687477 DOI: 10.1111/ajr.12794] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 08/05/2021] [Accepted: 08/12/2021] [Indexed: 02/01/2023] Open
Abstract
BACKGROUND Australian policy reports recommended schools to be leveraged to better support student mental health, with a focus on regional and rural areas where students have poorer mental health outcomes. In designing solutions to address this systemic gap, decision-makers require an understanding of the barriers and facilitators experienced by regional and rural schools. However, current literature has focused on metropolitan schools and neglected to explore facilitators. OBJECTIVE To review the evidence on barriers and facilitators in delivering student mental health support experienced by regional and rural schools in Organisation for Economic Co-operation and Development nations. DESIGN A mixed-methods systematic review of peer-reviewed and grey literature. FINDINGS The search identified 4819 studies. A full-text review by 2 reviewers resulted in 5 papers, which met the inclusion criteria and were assessed using methodological appraisal. One study used qualitative data, 2 studies used quantitative data, and 2 studies were a mixed-methods design. DISCUSSION While there was a paucity of studies, this review draws together the most up-to-date research. The barriers and facilitators were categorised into 3 themes: access to services and resources; mental health literacy of staff and parents; and communication and collaboration between stakeholders. CONCLUSION This review presents a comprehensive synthesis of the literature and highlights opportunities to leverage rural and regional schools to support student mental health, focusing on the quality of communication and collaboration, and increasing access to services and resources, and mental health literacy. Research should explore the unique advantages of rural and regional areas to inform policy, including a focus on strengths.
Collapse
Affiliation(s)
- Alexandra Perkins
- Centre of Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Vic., Australia
| | - Jessica Clarke
- Centre of Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Vic., Australia
| | - Ashlee Smith
- Centre of Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Vic., Australia
| | - Frank Oberklaid
- Centre of Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Vic., Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Vic., Australia
| | - Simone Darling
- Centre of Community Child Health, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Vic., Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Vic., Australia
| |
Collapse
|
22
|
Mansfield R, Humphrey N, Patalay P, Moore A, Stapley E. Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms. Glob Ment Health (Camb) 2021; 8:e39. [PMID: 34703613 PMCID: PMC8518024 DOI: 10.1017/gmh.2021.38] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 08/16/2021] [Accepted: 09/10/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND School-based mental health literacy (MHL) interventions are increasingly trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context. METHOD Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis. RESULTS Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide's implementation methods, including developing more interactive and student-led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices. CONCLUSION Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.
Collapse
Affiliation(s)
- Rosie Mansfield
- Centre for Longitudinal Studies, University College London, London, UK
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, UK
| | - Praveetha Patalay
- Centre for Longitudinal Studies, University College London, London, UK
- MRC Unit for Lifelong Health and Aging, University College London, London, UK
| | - Anna Moore
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Emily Stapley
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| |
Collapse
|
23
|
“Teachers Often See the Red Flags First”: Perceptions of School Staff Regarding Their Roles in Supporting Students with Mental Health Concerns. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09475-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
24
|
Ward RJ, Kovshoff H, Kreppner J. School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2021. [DOI: 10.1080/13632752.2021.1965342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Rebecca J Ward
- Centre for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | - Hanna Kovshoff
- Centre for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| | - Jana Kreppner
- Centre for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
| |
Collapse
|
25
|
Supporting Student's Mental Health: A Cross-Sectional Survey for School Nurses. CHILDREN-BASEL 2021; 8:children8020129. [PMID: 33578860 PMCID: PMC7916560 DOI: 10.3390/children8020129] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/25/2020] [Revised: 02/05/2021] [Accepted: 02/06/2021] [Indexed: 11/17/2022]
Abstract
Children's and adolescents' health problems are often related to mental health, and their wellbeing should be supported in schools. This study describes school nurses' role and how equipped they are in recognizing students' mental health needs and in supporting students' mental health. Moreover, we explored the methods used and the barriers that exist for supporting students' mental health. A national survey for members of the Finnish Public Health Association working as school nurses was conducted (n = 136/648, 21%). The survey questionnaire was analyzed using descriptive statistics and qualitative data using manifest content analysis. Participants (n = 127/133, 96%) agreed that they had an important role in ensuring that students' mental health needs are met on time. Around one-third reported training needs for mental health interventions (n = 42/115, 36%), and a similar proportion (n = 42/136, 31%) indicated lacking adequate knowledge and skills for supporting mental health among culturally diverse students. Identified barriers for students getting help were a lack of options for sending students to mental health services (n = 92/134, 69%) and a lack of adequate training (n = 81/134, 68%). School nurses are key in providing early mental health support to students. Therefore, the availability of intervention education and training on assessing and supporting students' mental health is needed and should be improved.
Collapse
|
26
|
Hoogendijk C, Tick N, Holland J, Hofman W, Severiens S, Vuijk P, van Veen A. Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2020. [DOI: 10.1080/13632752.2020.1858259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- C. Hoogendijk
- Department of Pedagogical and Educational Sciences, Erasmus University , Rotterdam, The Netherlands
- Yulius Academy, Yulius Mental Health Organization , Dordrecht, The Netherlands
| | - N.T. Tick
- Faculty of Social and Behavioral Science, Utrecht University , Utrecht, The Netherlands
| | - J.G. Holland
- Social Work, Windesheim University of Applied Sciences , Zwolle, The Netherlands
| | - W.H.A. Hofman
- Faculty of Behavioral and Social Sciences, University of Groningen , Groningen, The Netherlands
| | - S.E. Severiens
- Department of Pedagogical and Educational Sciences, Erasmus University , Rotterdam, The Netherlands
| | - P. Vuijk
- Research Centre for Health Care Innovations, Rotterdam University of Applied Sciences , Rotterdam, The Netherlands
| | - A.F.D. van Veen
- Social Work, Windesheim University of Applied Sciences , Zwolle, The Netherlands
| |
Collapse
|
27
|
Quarshie ENB, Waterman MG, House AO. Adolescents at risk of self-harm in Ghana: a qualitative interview study exploring the views and experiences of key adult informants. BMC Psychiatry 2020; 20:310. [PMID: 32546144 PMCID: PMC7298808 DOI: 10.1186/s12888-020-02718-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 06/04/2020] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND In Ghana, rates of self-harm in young people are as high as they are in high income countries. Self-reported interpersonal, familial and societal stressors form the most important background, and self-harm is seen by young people as a way of responding to that stress. In the present study, we obtained the views of key adult informants about self-harm among adolescents in Ghana - what they thought as possible reasons for self-harm in young people and what actions might be needed at an individual or population level to respond to the problem. METHODS We interviewed face-to-face 11 adults, using a semi-structured interview guide. We used an experiential thematic analysis technique to analyse the transcribed interviews. RESULTS The analysis identified five themes: "underestimating the prevalence of self-harm in adolescents", "life on the streets makes self-harm less likely", "self-harm in adolescents is socially and psychologically understandable", "ambivalence about responding to adolescent self-harm", and "few immediate opportunities for self-harm prevention in Ghana". Adolescent self-harm was acknowledged but its scale was underestimated. The participants offered explanations for adolescent self-harm in social and psychological terms that are recognisable from accounts in high income countries. Low rates among street-connected young people were explained by their overarching orientation for survival. Participants agreed that identification was important, but they expressed a sense of inadequacy in identifying and supporting adolescents at risk of self-harm. Again, the participants agreed that self-harm in adolescents should be prevented, but they recognised that relevant policies were not in place or if there were policies they were not implemented - mental health and self-harm were not high on public or political priorities. CONCLUSIONS The adults we interviewed about young people who self-harm see themselves as having a role in identifying adolescents at risk of self-harm and see the organisations in which they work as having a role in responding to individual young people in need. These are encouraging findings that point to at least one strand of a policy in Ghana for addressing the problem of self-harm in young people.
Collapse
Affiliation(s)
| | | | - Allan O House
- Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| |
Collapse
|