MindMatters, a whole-school approach promoting mental health and wellbeing

Wyn, Johanna; Cahill, Helen; Holdsworth, Roger; Rowling, Louise; Carson, Shirley

doi:10.1046/j.1440-1614.2000.00748.x

Cited by 103 publications

(127 citation statements)

References 6 publications

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“…Such "collaboration across sectors" is demonstrated by the intersectoral cooperation of agencies and ministries at a regional and national level where HPS activities have been broadly promoted or networks developed to support HPS programmes (Swart and Reddy, 1999;Lister-Sharp et al, 1999;Wyn et al, 2000;Stewart et al, 2004;Lee et al, 2007;Inchley et al, 2007).…”

Section: Hps and Health Professions Schools: Building Purposeful Linkmentioning

confidence: 99%

Health promoting schools as learning sites for physicians in-training

et al. 2014

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Although medical schools do well in preparing the next generation of practitioners to diagnose and clinically treat illness, they struggle in preparing them with capabilities in the areas of health promotion and disease prevention. Similarly, health promoting schools (HPS) face challenges in working to enhance the health and educational outcomes of children. The paper aims to discuss these issues. Design/methodology/approach -The authors draw from their local and international collaborative work as practitioners and medical educators to examine how health professions schools can work in partnership with HPS for mutual benefit. Findings -Health advocacy is a core competency in medical education. A primary focus is on health promotion and disease prevention. However, providing practical, experiential opportunities -"learning-by-doing" -is a challenge. To overcome this difficulty, medical schools may be well served by partnering with HPS. This can provide mutually beneficial learning opportunities that will enable emerging physicians to develop health promotion-related knowledge and advocacy skills while the emerging generation of citizens (the children) are enabled to live healthier and more productive lives. Originality/value -The parallel development of Health Promoting Schools and the teaching of health advocacy to health professionals has proceeded to the point where convergence of the gathered knowledge and experience can provide a powerful and synergistic model to advance both initiatives. This conceptual paper focuses outlines the actions that might achieve this.

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Section: Hps and Health Professions Schools: Building Purposeful Linkmentioning

confidence: 99%

Health promoting schools as learning sites for physicians in-training

et al. 2014

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“…This framework acknowledges that effective health education requires a comprehensive approach that includes curriculum, school ethos, and the relationships between school and local community. The programme is based on three 'spheres' of practice that interact (Wyn et al 2000): (1) the curriculum; (2) teaching and learning, school organisation, ethos and environment; and (3) partnerships and services. Evaluation reports are available on the MindMatters website (see http://cms.curriculum.edu.au/mindmatters/).…”

Section: Mindmattersmentioning

confidence: 99%

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Reicher¹

2010

International Journal of Inclusive Education

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This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem-solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person-centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social-emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional-behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.

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“…For example, in Australia, the Health Promoting Schools (HPS) movement has popularized the benefits of a whole of school approach to the promotion of health amongst children, young people and teachers (Rissel & Rowling 2000). The HPS approach has been especially important in providing a framework for managing partnerships between departments of education and departments of health and human services with the common goal of increasing the capacity of schools to promote health, resulting in a wide range of programs, including MindMatters (a mental health promotion program) and drug education programs based in state education departments (Wyn et al 2000). Indeed, the framework is regarded as one of the most effective ways of developing 'genuine partnerships between health and education sectors' (Stewart et al 2000).…”

Section: Whose Responsibilitymentioning

confidence: 99%

Learning to ‘become somebody well’: Challenges for educational policy

Wyn

2007

Aust. Educ. Res.

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This article argues that education has a role in promoting young people's wellbeing. It draws on research on young people's lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills that will ensure Australia's international competitiveness. I make a link between the work that young people do to make themselves, and wellbeing, highlighting the role that education plays in shaping identities -and in enabling them to 'become somebody well'. The article concludes that health and wellbeing are marginalised in school curricula not because of a 'crowded curriculum' but because not all elements are given equal value within our current policy frameworks.

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MindMatters, a whole-school approach promoting mental health and wellbeing

Cited by 103 publications

References 6 publications

Health promoting schools as learning sites for physicians in-training

Health promoting schools as learning sites for physicians in-training

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Learning to ‘become somebody well’: Challenges for educational policy

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