Reframing mental health in schools and expanding school reform

Adelman, Howard; Taylor, Linda

doi:10.1207/s15326985ep3304_1

Cited by 127 publications

(73 citation statements)

References 42 publications

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“…Within the educational context, SOC can support students, teachers and parents to cope with daily challenges and remain healthy (Adelman & Taylor, 1998;Coll & Magnuson, 2000). By developing a strong SOC as a basis for a positive well-being, individuals gain fundamental confi dence in managing challenges in a positive way (Antonovsky, 1990).…”

Section: Health and Well-being In Educational Contextsmentioning

confidence: 99%

Interventions to promoting sense of coherence and transcultural competences in educational contexts

Mayer

Boness

2011

International Review of Psychiatry

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During the past 30 years, salutogenesis and sense of coherence have been well researched in various disciplines, such as psychology, sociology and medical sciences. However, only a few studies have focused on transcultural and educational work contexts. A strong sense of coherence (SOC) is associated with a positive school performance, achievement, success, the ability to manage confl icts and transcultural competences and well-being. However, interventions on how to increase SOC and transcultural competences within the educational fi eld have rarely been addressed. This article aims at contributing theoretically to the void in literature on didactic and educational interventions in educational and particularly school systems to promote SOC and transcultural competence. The team ombuds model, a didactic model, will be presented to promote mental health with special regard to SOC and transcultural competences within the formal educational system.

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Section: Health and Well-being In Educational Contextsmentioning

confidence: 99%

Interventions to promoting sense of coherence and transcultural competences in educational contexts

Mayer

Boness

2011

International Review of Psychiatry

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“…And, rather than focusing on ending the marginalization, efforts to improve the situation have overemphasized strategies such as adding additional personnel, bringing in community service providers, and improving coordination (5,6). Our research has clarified that the marginalization stems from the dominance of a two-component framework in school improvement policy making (7). As graphically illustrated in Figure 2, currently the main thrust in improving school performance is on enhancing 1) core instruction and 2) the way schools are governed and manage resources.…”

Section: About Fragmentation and Marginalizationmentioning

confidence: 80%

“…In the realm of education, the continuum is often defined as tiers or levels of school intervention. On the contrary, we stress that the continuum presents one of two aspects of a unified, comprehensive, and impartial intervention system (7,15). Specifically, our prototype conceives the continuum levels as three subsystems that embrace both school and community resources (see Figure 5).…”

Section: A Continuum To Equitably Promote Wellness and Address Problemsmentioning

confidence: 93%

Embedding School Health into School Improvement Policy

Adelman¹,

Taylor²

2014

Int J School Health

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Context:No one seriously argues against the common sense notion that physical and mental health problems can profoundly affect learning and performance. The reality, however, is that health concerns are only one set of factors that interfere with success at school, and when a focus on health is advocated as a separate agenda, the efforts tend to be marginalized in school improvement policy and practice. Evidence Acquisition: This paper is the product of decades of research conducted by our center at UCLA. It reflects policy and practice analyses, prototypes developed for policy, practice, infrastructure, and systemic change, and direct implementation efforts with schools, districts, and state departments of education. Results: We find that school health concerns currently are marginalized in school improvement policy. As a result, prevailing approaches to physical and mental health in schools are too limited in nature and scope and are implemented in a piecemeal and fragmented manner. Improving the situation requires embedding such concerns into a framework that addresses the fuller range of factors that can interfere with learning and teaching. To this end, we emphasize moving in new directions to transform how schools can comprehensively address such factors. Conclusions: It is time to do more than advocate for expanding the range of health programs and services. Needed is a fundamental transformation of student and learning supports so that all the fragmented pieces are unified as a primary and essential component that is fully integrated into school improvement policy and practice for every school. ContextNo one seriously argues against the importance of a school health focus or that physical and mental health problems can profoundly affect learning and performance. Over many years, advocacy for schools playing a role in strengthening physical and mental health has stressed one or both of the following points:-Schools provide good access to students (and their families) who require health services; -Schools must deal with health problems to reinforce efficient school performance and promote students' wellbeing. The first point distinctly represents the perspective and agenda of health promoters and bureaus involved in improving services. The second recommendation refers to the viewpoint and program of teachers (1).As a result of advocacy for the above agenda, schools have long offered a range of health, psychological, counseling, and social service programs (2). However, all this activity has been and continues to be marginalized in school improvement policy and practice. This trend is likely to go unchanged as long as the advocacy focuses narrowly on health. In moving forward, our research frames health concerns as one among a range of factors that can interfere with learning and teaching, and from this perspective, we analyze the current state of affairs related to how schools address such factors. Given that the prevailing situation is unsatisfactory, we outline how the situation can be transformed. Deve...

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“…Analyses suggest that existing student-support services and programs cluster rather naturally into six general functional areas and that schools can build an enabling component by developing programs in these six areas (e.g., see Adelman & Taylor, 1998). The six interrelated areas encompass interventions to (1) enhance classroom-based efforts to enable learning, (2) provide prescribed student and family assistance, (3) respond to and prevent crises, (4) support transitions, (5) increase home involvement in schooling, and (6) outreach to develop greater community involvement and support-including recruitment of volunteers.…”

Section: Expanding Merging Themes To Counter Marginalizationmentioning

confidence: 99%

“…No administrator or team has responsibility for mapping existing efforts, analyzing how well resources are being used to meet needs, and planning how to enhance such efforts. An example of mechanisms designed for these purposes is seen in work related to building a resource-coordinating team into the structure of every school, creating a resource-coordinating council for a complex or "family" of schools, and creating a system-wide steering body (Adelman, 1993;Adelman & Taylor, 1998;Rosenblum et al, 1995).…”

Section: New Mechanismsmentioning

confidence: 99%