Mental Health Handbook for Schools

Abstract

This handbook is a practical, accessible guide to the promotion of good mental health in schools. It provides teachers with up-to-date information on childhood and adolescent mental health problems commonly encountered in schools, and offers practical suggestions for identifying and supporting pupils with specific mental health difficulties.The book focuses on a range of childhood and adolescent mental health problems and the circumstances which can lead to these difficulties, including: • ADHD • suicidal behaviour and deliberate self-harm • eating disorders • obsessive-compulsive disorder • anxiety disorders • autism • substance abuse • parental separation and divorce • depression • bullying • schizophrenia • bereavement.The handbook is an invaluable resource for all schools. It includes essential information about child and adolescent mental health services and outlines a whole-school approach to the promotion of good mental health. It will prove indispensable for all teachers, special educational needs co-ordinators, heads of year, PSHE co-ordinators, education welfare officers and educational psychologists.

Gender Differences in Bullying and Victimization Among Early Adolescents in Jordan

“…Also, they have less friends and are socially unacceptable. It is noteworthy that a small proportion of students can be described as bully-victims (Olweus, 1995;O'Moore & Kirkham, 2001;Atkinson & Hornby, 2002;Jordan & Austin, 2012).…”

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

“…Contrary to Jones et al (2004), there were no differences in emotion regulation behaviours between the two groups. Atkinson and Hornby (2002) contended that a distinction is needed between occasional disruptive behaviour, which is considered developmentally appropriate, and the continuum of EBD, which incorporates non-diagnosed and diagnosed difficulties. Given Pirrie et al's.…”

Inclusive Special Education

“…Social workers are not based in schools, but schools do have access to social workers who typically serve several schools. Thus, although the majority of SEN and mental health issues emerge during the primary and middle school years (Atkinson and Hornby 2002), children in New Zealand have limited access to professionals who can provide specialist help with these until they reach high schools, by which time problems have become entrenched. This is particularly important for children with SEND as they tend to have a higher rate of mental health issues than other children.…”

“…Many children are diagnosed with more than one of these conditions, such as attention-deficit hyperactivity disorder and conduct disorder (Rooney 2011). They can all have adverse effects on their learning, and many children with SEBD also have learning difficulties or learning disabilities to some extent (Atkinson and Hornby 2002;Cooper and Jacobs 2011b;Ayers and Prytys 2002).…”