Contributions of Ecological School Mental Health Services to Students' Academic Success

Doll, Beth; Spies, Rob; Champion, Allison

doi:10.1080/10474412.2011.649642

Cited by 18 publications

(9 citation statements)

References 40 publications

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“…Bronfenbrenner's theory of human development was frequently revised over time. His earlier work described the well-known ideas of the microsystem (immediate settings), the mesosystem (interactions between the individual student and surrounding environments), the exosystem (people and places that infl uence the student indirectly such as the neighborhood), and the macrosystem (culture, beliefs, social structure of the school system, federal/state/local policies) affecting a child (Doll, Spies, & Champion, 2012 ;Swearer, Espelage, Love, & Kingsbury, 2008 ;Tudge, Mokrova, Hatfi eld, & Karnik, 2009 ) Bronfenbrenner's later work acknowledged the role the individual child plays in her own development. In addition, Bronfenbrenner considered proximal processes that have to do with contexts that interact with the biological and genetic aspects of the developing child on a regular basis and over time.…”

Section: Ecological Theory and Modelsmentioning

confidence: 99%

“…Professionals would consider all of these infl uences at a particular time and over (Tudge et al, 2009 ). This perspective is even more important when considering groups of children 1 Providing Preventive Services in Schools mental health professionals to the early school years where positive behaviors can be shaped and ecological supports established more easily (Doll et al, 2012 ). Early intervention involves the use of EBPs, universal screening, multiple tiers of supports, progress monitoring, data-based decision-making, and learning to improve these processes over time (Greenwood & Kim, 2012 ).…”

Section: Ecological Theory and Modelsmentioning

confidence: 99%

“…The ecological model identifi es missing supports for learning rather than identifying defi ciencies (Doll et al, 2012 ). It examines the ecology of the school in interaction with students rather the student alone.…”

Section: Ecological Theory and Modelsmentioning

confidence: 99%

“…An example of a preventive tool which can be used at the classroom level is the ClassMaps Survey (Doll, Spies, Champion, et al, 2010 ;Doll et al, 2012 ;Doll, Spies, LeClair, Kurien, & Foley, 2010 ). Using the ClassMaps Survey, teachers would be able to distill a description of the classroom learning ecology, which would lead to problem solving.…”

Section: Tools For Preventive Workmentioning

confidence: 99%

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Preventive Mental Health at School

Macklem¹

2014

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Section: Ecological Theory and Modelsmentioning

confidence: 99%

Section: Ecological Theory and Modelsmentioning

confidence: 99%

Section: Ecological Theory and Modelsmentioning

confidence: 99%

Section: Tools For Preventive Workmentioning

confidence: 99%

See 2 more Smart Citations

Preventive Mental Health at School

Macklem¹

2014

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“…Among both education and public health researchers and practitioners, there is increasing awareness of the critical role of schools in addressing youth mental health, which, as noted above, is inextricably linked to academic success (Doll, Spies, & Champion, 2012;Rones & Hoagwood, 2000). However, schools are challenged by an overarching mandate to raise academic standards, and it is quite easy for SMH programs and services to be construed as "addons" that are not vital to the central academic mission of the educational system.…”

Section: Importance Of Smh Programs and Servicesmentioning

confidence: 99%

School Mental Health: The Impact of State and Local Capacity-Building Training

Stephan

Paternite

Grimm

et al. 2014

IJEPL

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Despite a growing number of collaborative partnerships between schools and community-based organizations to expand school mental health (SMH) service capacity in the United States, there have been relatively few systematic initiatives focused on key strategies for large-scale SMH capacity building with state and local education systems. Based on a framework of ten critical factors for capacity building, as well as existing best practices, two case studies were utilized to develop a replicable capacity-building model to advance interagency SMH development. Seventy education and mental health stakeholders from two selected states participated in baseline assessments of skill com-petency and critical factor implementation followed by two-day trainings (one in each state); 29 (41%) of the participants also completed a six month follow-up assessment. Targeted competencies increased significantly for participants from both states, with large effect sizes (d = 2.05 and 2.56), from pre- to post-training. Participant reports of critical factor implementation increased significantly for one of the two states (t[15] = -6.40, p < .001, d = 1.77). Results inform specific training recommendations for stakeholders and collaborative teams, as well as policy implications to support future development of SMH service capacity.

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Effects of trauma‐informed approaches in schools: A systematic review

Maynard

Farina

Dell

et al. 2019

Campbell Systematic Reviews

119

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| PLAIN LANGUAGE SUMMARY | The review in briefDespite growing support and increased rate of which traumainformed approaches are being promoted and implemented in schools, evidence to support this approach is lacking. | What is this review about?Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school-related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems "trauma-informed" (Lang, Campbell, & Vanerploeg, 2015). While the intent of creating trauma-informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma-informed approaches are being defined and evaluated (Berliner & Kolko, 2016).Adopting a trauma-informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice.This aim of this review was to assess trauma-informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning.Trauma-informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. At least two of the three key elements of a trauma-informed approach must have been present: Workforce development, trauma-focused services, and organizational environment and practices, which differ from trauma-specific interventions designed to treat or otherwise address the impact/symptoms of trauma and facilitate healing. What is the aim of this review?This Campbell systematic review sought to examine the effects trauma-informed schools on trauma symptoms/ mental health, academic performance, behavior, and socioemotional functioning. Although we conducted a comprehensive search to find studies testing traumainformed approaches in schools, no studies met the inclusion criteria.

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Contributions of Ecological School Mental Health Services to Students' Academic Success

Cited by 18 publications

References 40 publications

Preventive Mental Health at School

Preventive Mental Health at School

School Mental Health: The Impact of State and Local Capacity-Building Training

Effects of trauma‐informed approaches in schools: A systematic review

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