Mental health interventions in schools in high-income countries

Fazel, Mina; Hoagwood, Kimberly; Stephan, Sharon H.; Ford, Tamsin

doi:10.1016/s2215-0366(14)70312-8

Cited by 499 publications

(454 citation statements)

References 130 publications

(130 reference statements)

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“…Because of their readiness to learn, it needs relatively little guidance for them to progress. Seen by some as an optimum environment for the delivery of therapeutic work (Department for Education, 2011;Fazel, Hoagwood, Stephan & Ford, 2014), many schools now offer a range of interventions including counselling, play therapy, and arts therapies. Moore's (2011) Bristol Child and Adolescent Mental Health Services (CAMHS) Commissioners' evaluation of the local TaMHS Project described the collaborative working of art therapists and concluded that the interventions led to enhanced emotional wellbeing of the children involved, with noticeable improvements in social and academic areas.…”

Section: Mental Health In Schoolsmentioning

confidence: 99%

“…In accord with Fazel et al (2014) and Wengrower (2001) the school context was considered important by most parent participants. Delivering therapeutic interventions within an environment which has already been established as responsive and understanding may be key in providing the grounding for therapeutic engagement and seemed to offer containment for the teachers in their management of children's emotional needs.…”

Section: Change Reportedmentioning

confidence: 99%

See 1 more Smart Citation

Processes of change in school-based art therapy with children: A systematic qualitative study

Deboys¹,

Holttum²,

Wright³

2016

International Journal of Art Therapy

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Section: Mental Health In Schoolsmentioning

confidence: 99%

Section: Change Reportedmentioning

confidence: 99%

Processes of change in school-based art therapy with children: A systematic qualitative study

Deboys¹,

Holttum²,

Wright³

2016

International Journal of Art Therapy

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“…It is noteworthy that no participants from the school that elected to use the program with a whole class indicated any stigma or concern about being selected. This has implications for school settings where the choice of a selective or universal intervention program (Fazel et al 2014) may inadvertently increase stigma and threaten the acceptability of the program for children. Komulainen (2007) identified the difficulty of working with children qualitatively such that their honesty can be skewed by the socialized context of the interview.…”

Section: Discussionmentioning

confidence: 99%

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

2017

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School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003;Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child.

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“…Emerging health concerns include mental health problems, aggressive behaviour, bullying, obesity and type 2 diabetes (4). About 8% to 18% of school-aged children have been diagnosed with psychiatric disorders, and many more have undiagnosed emotional and behavioural problems (5). The most common psychiatric diagnoses are attention-deficit and hyperactivity disorder (ADHD) and anxiety disorders; however, oppositional disorders and depression are increasing (6).…”

Section: Le Pédiatre Et Les Pratiques Parentales Pendant La Phase Intmentioning

confidence: 99%

The paediatrician and middle childhood parenting

Wong

Heuvel

et al. 2017

Paediatrics &Amp; Child Health

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The 'forgotten years' of middle childhood, from age 6 to 12, represent a critical period in child development. Emotional, social and physical development during this time have a lifelong impact on health and adult contributions to society. Mental health conditions have displaced physical illness as the leading childhood disability. Positive parenting can improve child behaviour, prevent early-onset conduct problems and provide a buffer from adverse childhood events resulting in decreased toxic stress and improved health. Medical homes can play a key role in supporting parents with positive parenting skills that are practical, evidence-based and useful in everyday life. Paediatricians need to explore the domains that promote healthy development, including caring environments, fundamental needs and nurturing relationships. Our objective is to promote high-quality positive parenting through middle childhood by identifying opportunities for paediatricians to frame parenting discussions in the context of development, behaviour and safety and to provide access to valuable parenting resources. Le pédiatre et les pratiques parentales pendant la phase intermédiaire de l'enfanceLes « années oubliées » de la phase intermédiaire de l'enfance, entre l'âge de six et 12 ans, sont une période critique du développement de l'enfant. Pendant cette période, le développement émotionnel, social et physique a des conséquences permanentes sur la santé et l'apport de l'adulte à la société. Les troubles de santé mentale ont remplacé les maladies physiques comme principale affection de l'enfance. Des pratiques parentales positives peuvent améliorer le comportement de l'enfant, prévenir les troubles des conduites d'apparition précoce et limiter les événements indésirables de l'enfance, réduisant ainsi le stress toxique et améliorant la santé. Les milieux médicaux peuvent beaucoup contribuer à soutenir les parents afin qu'ils acquièrent des compétences parentales positives pratiques, fondées sur des données probantes et utiles dans la vie quotidienne. Les pédiatres doivent explorer les sphères qui favorisent un développement sain, y compris les environnements attentionnés, les besoins fondamentaux et les relations aimantes. Afin de promouvoir des pratiques parentales positives de qualité tout au long de la phase intermédiaire de l'enfance, les auteurs visent à cerner les occasions que peuvent saisir les pédiatres pour structurer les discussions avec les parents sur le développement, le comportement et la sécurité et les orienter vers des ressources intéressantes sur ce type de pratiques.

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Mental health interventions in schools in high-income countries

Cited by 499 publications

References 130 publications

Processes of change in school-based art therapy with children: A systematic qualitative study

Processes of change in school-based art therapy with children: A systematic qualitative study

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

The paediatrician and middle childhood parenting

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