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Mann G, Kaiser K, Trapp N, Cafer A, Grant K, Gupta K, Bolden C. Barriers, Enablers, and Possible Solutions for Student Wellness: A Qualitative Analysis of Student, Administrators, and Staff Perspectives. THE JOURNAL OF SCHOOL HEALTH 2021; 91:1002-1013. [PMID: 34611898 DOI: 10.1111/josh.13092] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 02/08/2021] [Accepted: 03/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Child well-being, which includes physical, mental, and social health, has a critical effect on academic performance. Schools face many challenges in meeting needs for child well-being. Schools in low-resource areas, including the Mississippi Delta, face greater challenges when meeting student needs. METHODS Eleven focus groups with middle school students and 12 interviews with teachers, staff, and administration in one Mississippi Delta middle school were completed in 2019. The Social Ecological Model and Theory of Organizational Readiness for Change were used as a framework for the study. RESULTS Focus group data with middle school students and interviews with teachers, staff, and administrators show that academic stressors play a major role in student well-being; yet, teachers, staff, and administrators face immense pressure to achieve high test scores. However, students seem to be encouraged by a positive school environment, which could help minimize some stressors. CONCLUSIONS It seems that small improvements to the school environment could have a significant effect on student well-being, especially when school infrastructure and limited resources do not support comprehensive changes.
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Affiliation(s)
- Georgianna Mann
- Assistant Professor, , Department of Nutrition and Hospitality Management, University of Mississippi, 220 Lenoir Hall, P.O. Box 1848 University, MS, 38677., USA
| | - Kimberly Kaiser
- Assistant Professor, , Department of Legal Studies, University of Mississippi, M302 Mayes University, MS, 38677., USA
| | - Noah Trapp
- Medical student, , University of Wisconsin School of Medicine and Public Health, Health Sciences Learning Center, University of Wisconsin-Madison, 750 Highland Ave. Madison, WI, 53705., USA
| | - Anne Cafer
- Assistant Professor, , Department of Sociology and Anthropology, University of Mississippi, 543 Lamar Hall University, MS, 38677, USA
| | - Khyla Grant
- Undergraduate student, , Division of Family and Consumer Sciences, Highway 8 West, Delta State University, Cleveland, MS, 38733., USA
| | - Kritika Gupta
- Graduate Student, , Department of Nutrition and Hospitality Management, University of Mississippi, 116 Lenoir Hall, P.O. Box 1848 University, MS, 38677., USA
| | - Candace Bolden
- Undergraduate student, , Department of Nutrition and Hospitality Management, University of Mississippi, 108 Lenoir Hall, P.O. Box 1848 University, MS, 38677., USA
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Wolpert M, Humphrey N, Deighton J, Patalay P, Fugard AJ, Fonagy P, Belsky J, Vostanis P. An Evaluation of the Implementation and Impact of England's Mandated School-Based Mental Health Initiative in Elementary Schools. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr44-1.117-138] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Tapia MI, Ocasio MA, Estrada Y, Pantin H, Prado G. Engaging School Mental Health Professionals to Deliver Evidence-Based Interventions to Hispanic Families. Health Promot Pract 2017; 18:526-533. [PMID: 28443345 DOI: 10.1177/1524839917705129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Research has demonstrated that a number of evidence-based programs can be effectively implemented in different community settings, such as schools, to target Hispanic youth and their families; however, successful implementation of such programs represents a challenge for practitioners. This article describes experiences and strategies associated with recruiting, training, and supervising school mental health professionals in the school-based implementation of an evidence-based, family-centered prevention program for Hispanic families. School mental health professionals were recruited and given intensive training, weekly supervision for adherence monitoring, and ongoing technical assistance, in addition to intervention manuals and materials. We emphasize how strategies based on the prevention program itself were used to recruit, engage, and train school mental health professionals to deliver a family-based evidence-based program, blending research and practice in a large public school system. Implications of lessons learned are discussed, as well as the specific strategies to overcome challenges when engaging and training community partners in delivering a manualized intervention with rigorous adherence to the program.
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Affiliation(s)
- Maria I Tapia
- 1 University of Miami Miller School of Medicine, Miami, FL, USA
| | - Manuel A Ocasio
- 1 University of Miami Miller School of Medicine, Miami, FL, USA
| | - Yannine Estrada
- 1 University of Miami Miller School of Medicine, Miami, FL, USA
| | - Hilda Pantin
- 1 University of Miami Miller School of Medicine, Miami, FL, USA
| | - Guillermo Prado
- 1 University of Miami Miller School of Medicine, Miami, FL, USA
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Kinchin I, Tsey K, Heyeres M, Cadet-James Y. Systematic review of youth mental health service integration research. Aust J Prim Health 2016; 22:304-315. [DOI: 10.1071/py15114] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2015] [Accepted: 12/09/2015] [Indexed: 11/23/2022]
Abstract
Quality mental health care is based on the integration of care across organisations and disciplines. The aims of this study were, first, to assess the extent, characteristics and reported outcomes of publications concerned with youth mental health service integration in Australia and internationally; and second, to investigate the study design quality of evaluative interventions and determine whether the studies report on the cost-effectiveness of the integration in order to inform the reform of youth mental health services by Queensland Health. A systematic search of the peer-reviewed literature and a narrative synthesis were undertaken of English language publications from 21 electronic databases. Inclusion criteria were: published 1998–2014 (inclusive); peer-reviewed research; focused on mental health services integration; reported data for youth aged 12–25 years. The methodological quality of evaluative interventions was assessed using the Quality Assessment Tool for Quantitative Studies developed by the Effective Public Health Practice Project (EPHPP). Twenty-five studies met the inclusion criteria: one (4%) was classified as a measurement research, 13 (52%) as descriptive, and 11 (44%) as interventions including five (45%) evaluative interventions. Four out of the five evaluative interventions reported positive effects of youth mental health service integration. Particular problems included ambiguity of definitions, absence of economic or cost analyses and insufficient consumer involvement. The methodological quality of the interventions was variable with, on average, a moderate level of selection bias and study design. Despite a slight increase in the number of studies in the last couple of years, there are important gaps in the evidence base for youth mental health service integration processes. The relatively small number of evaluative studies and lack of economic evaluations point to the need for additional research in this important area.
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Ballard KL, Sander MA, Klimes-Dougan B. School-related and social-emotional outcomes of providing mental health services in schools. Community Ment Health J 2014; 50:145-9. [PMID: 24337471 DOI: 10.1007/s10597-013-9670-y] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2012] [Accepted: 11/30/2013] [Indexed: 11/29/2022]
Abstract
This study evaluated student outcomes of an expanded school mental health (ESMH) model that placed community mental health clinicians on-site in schools to identify and treat children with mental health needs. The first aim of this study was to consider school-related outcomes (suspension rates and attendance rates) for those students who received ESMH treatment (n = 159) were compared to a matched high-risk sample that did not receive such services (n = 148). Results demonstrated differences between groups over time on measures of suspensions and attendance but not academic achievement. The second aim of this study was to evaluate change in social-emotional functioning (Strengths and Difficulties Questionnaire Scores) over time for the treatment group. Results indicated significant improvements on several parent and teacher ratings. Despite limitations of the ESMH framework examined in this study, the overall results suggest some promising advantages for students who received ESMH services.
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Mellin EA, Taylor L, Weist MD. The Expanded School Mental Health Collaboration Instrument [School Version]: Development and Initial Psychometrics. SCHOOL MENTAL HEALTH 2013. [DOI: 10.1007/s12310-013-9112-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Cleary M, Horsfall J, Baines J, Happell B. Mental health behaviours among undergraduate nursing students: issues for consideration. NURSE EDUCATION TODAY 2012; 32:951-955. [PMID: 22154953 DOI: 10.1016/j.nedt.2011.11.016] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2011] [Revised: 11/08/2011] [Accepted: 11/17/2011] [Indexed: 05/31/2023]
Abstract
It is clear that many university students across all disciplines (including nursing) experience a diverse range of intrapersonal and interpersonal difficulties. Some students are exposed to circumstances and expectations that may place them at risk for mental health or substance use disorders or exacerbate pre-existing problems. Research shows increasing rates of diagnosable mental health conditions such as substance use disorders, depression, personality disorders, and behavioural challenges that present themselves while students are undertaking their university education. It is therefore important that nurse educators are able to identify student problems in both academic and clinical settings, so that symptoms, signs and inexplicable behaviours are not ignored, and steps towards referral and early intervention are taken. In this paper, we discuss rates of mental health problems and substance use among undergraduate nursing students, problems in the teaching-learning and clinical settings which nurse educators are likely to witness, and the consequences of unacknowledged psychiatric difficulties and problematic behaviours.
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Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, Singapore.
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Walter HJ, Gouze K, Cicchetti C, Arend R, Mehta T, Schmidt J, Skvarla M. A pilot demonstration of comprehensive mental health services in inner-city public schools. THE JOURNAL OF SCHOOL HEALTH 2011; 81:185-193. [PMID: 21392010 DOI: 10.1111/j.1746-1561.2010.00578.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in 2 public elementary schools in inner-city neighborhoods. METHODS The program, based upon a national model for comprehensive school mental health services, comprised universal and indicated preventive as well as clinical interventions designed to target needs identified in a baseline screening survey. The program was implemented over 1 school year by mental health professionals in collaboration with school teachers. Mental health outcomes comparing baseline to follow-up data were assessed in multiple domains among students and teachers. RESULTS After 1 year of intervention, students had significantly fewer mental health difficulties, less functional impairment, and improved behavior, and reported improved mental health knowledge, attitudes, beliefs, and behavioral intentions. Teachers reported significantly greater proficiency in managing mental health problems in their classrooms. School staff overwhelmingly endorsed satisfaction with the program. CONCLUSION If the observed favorable findings from this pilot demonstration can be replicated in methodologically rigorous studies, additional support would be garnered for national policy recommendations about comprehensive school mental health services.
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Affiliation(s)
- Heather J Walter
- Department of Psychiatry, Boston Medical Center, 850 Harrison Avenue, Dowling 9, Room 9205, Boston, MA 02118, USA.
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Puolakka K, Kiikkala I, Haapasalo-Pesu KM, Paavilainen E. Mental health promotion in the upper level of comprehensive school from the viewpoint of school personnel and mental health workers. Scand J Caring Sci 2011; 25:37-44. [DOI: 10.1111/j.1471-6712.2010.00787.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Stevenson BA. Evolving roles for school nurses: addressing mental health and psychiatric concerns of students. NASN Sch Nurse 2010; 25:30-3. [PMID: 20440952 DOI: 10.1177/1942602x09353915] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Katz DL, O'Connell M, Njike VY, Yeh MC, Nawaz H. Strategies for the prevention and control of obesity in the school setting: systematic review and meta-analysis. Int J Obes (Lond) 2009; 32:1780-9. [PMID: 19079319 DOI: 10.1038/ijo.2008.158] [Citation(s) in RCA: 234] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
OBJECTIVE To determine the effectiveness of school-based strategies for obesity prevention and control using methods of systematic review and meta-analysis. METHODS Peer-reviewed studies published between 1966 and October 2004 were considered for review. Studies meeting eligibility criteria were published in English, targeted children aged 3-18 in a school setting, reported weight-related outcomes, included a control measurement and had at least a 6-month follow-up period. Studies employed interventions related to nutrition, physical activity, reduction in television viewing or combinations thereof. Weight related data were analyzed using RevMan software. RESULTS Sixty-four studies were considered for inclusion. Fourteen did not meet inclusion criteria; 29 were excluded due to poor methodological quality. Twenty-one papers describing 19 studies were included in the systematic review and 8 of these were included in the meta-analysis. Nutrition and physical activity interventions resulted in significant reductions in body weight compared with control ((standardized mean difference, SMD=-0.29, 95% confidence interval (CI)=-0.45 to -0.14), random effects model). Parental or family involvement of nutrition and physical activity interventions also induced weight reduction ((SMD=-0.20, 95%CI=-0.41 to 0.00), random effects model). CONCLUSION Combination nutrition and physical activity interventions are effective at achieving weight reduction in school settings. Several promising strategies for addressing obesity in the school setting are suggested, and warrant replication and further testing.
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Affiliation(s)
- D L Katz
- Yale Prevention Research Center, Derby, CT 06418, USA.
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Irwin C, Symons CW, Kerr DL. Behavioral Intention and Behavior toward the Obese on a College Campus. AMERICAN JOURNAL OF HEALTH EDUCATION 2009. [DOI: 10.1080/19325037.2009.10599085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Carol Irwin
- a Department of Health and Sport Sciences , University of Memphis, College of Education , 214 Fieldhouse, Memphis , TN , 38152
| | - Cynthia W. Symons
- b Department of ACHVE , Kent State University , 316 White Hall, Kent , OH , 44242
| | - Dianne L. Kerr
- c Department of ACHVE , Kent State University , 316 White Hall, Kent , OH , 44242
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Katz DL, O'Connell M, Njike VY, Yeh MC, Nawaz H. WITHDRAWN: Strategies for the prevention and control of obesity in the school setting: systematic review and meta-analysis. Int J Obes (Lond) 2007:0803684. [PMID: 17667913 DOI: 10.1038/sj.ijo.0803684] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/30/2007] [Revised: 06/01/2007] [Accepted: 06/12/2007] [Indexed: 01/09/2023]
Abstract
The authors hereby retract the e-publication dated July 31, 2007, entitled, 'Strategies for the prevention and control of obesity in the school setting: systematic review and meta-analysis,' and are submitting a revised version with the same title. A secondary review of the manuscript took place following its initial acceptance, resulting in additional statistical analyses along with some pertinent revisions to the accompanying narrative.
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Affiliation(s)
- D L Katz
- [1] 1Yale Prevention Research Center, Derby, CT, USA [2] 2Department of Epidemiology and Public Health, Yale University School of Medicine, New Haven, CT, USA
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