Stigma in school‐based mental health: perceptions of young people and service providers

Bowers, Hayley; Manion, Ian; Papadopoulos, Despina; Gauvreau, Emily

doi:10.1111/j.1475-3588.2012.00673.x

Cited by 113 publications

(54 citation statements)

References 17 publications

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“…Most of the studies, when discussing causes of mental health issues, described psychological factors such as unhappiness, low self-esteem, rejection, overthinking, self-downing and blaming, anxiety and worry, and conflicts in familial and other interpersonal relationships 2,15,41,44,48. Socioeconomic factors of poverty, lack of earning opportunities, unfulfilled basic and secondary needs,44 racial and ethnic discrimination,49 and economic injustice were also believed to be important factors resulting in mental health problems 45.…”

Section: Resultsmentioning

confidence: 99%

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Beliefs and perception about mental health issues: a meta-synthesis

Choudhry

Mani

Ming

et al. 2016

NDT

160

113

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BackgroundMental health literacy is the beliefs and knowledge about mental health issues and their remedies. Attitudes and beliefs of lay individuals about mental illness are shaped by personal knowledge about mental illness, knowing and interacting with someone living with mental illness, and cultural stereotypes. Mental health issues are increasing and are alarming in almost every part of the world, and hence compiling this review provides an opportunity to understand the different views regarding mental disorders and problems as well as to fill the gap in the published literature by focusing only on the belief system and perception of mental health problems among general population.MethodThe methodology involved a systematic review and the meta-synthesis method, which includes synthesizing published qualitative studies on mental health perception and beliefs.SampleFifteen relevant published qualitative and mixed-method studies, regarding the concept of mental health, were identified for meta-synthesis.AnalysisAll the themes of the selected studies were further analyzed to give a broader picture of mental health problems and their perceived causes and management. Only qualitative studies, not older than 2010, focusing on beliefs about, attitudes toward, and perceptions of mental health problems, causes, and treatments were included in this review.ResultsThe findings are divided into four major categories, namely, 1) symptoms of mental health issues, 2) description of mental health issues, 3) perceived causes, and 4) preferred treatment and help-seeking behavior. Each category contains themes and subthemes based on published studies.ConclusionThe findings reveal multiple causes of, descriptions of, and treatment options for mental health problems, thereby providing insight into different help-seeking behaviors. Clarity is offered by highlighting cultural differences and similarities in mental health beliefs and perceptions about the causes of mental health problems. The implications of the studies and recommendations based on current findings are also discussed.

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Section: Resultsmentioning

confidence: 99%

“…Stigma of madness was the most significant barrier to seeking mental health help 5,42,48. Lack of knowledge and awareness about mental health treatment was the second most occurring barrier 15,42,44,47,48,59. Some economic and legal and linguistic barriers were also identified 44,52.…”

Section: Resultsmentioning

confidence: 99%

Beliefs and perception about mental health issues: a meta-synthesis

Choudhry

Mani

Ming

et al. 2016

NDT

160

113

View full text Add to dashboard Cite

show abstract

“…Targeted interventions for such students, however, even if they are effective, do not necessarily reduce the incidence of mental health difficulties in children (Greenberg 2010). In contrast, universal interventions promote students' mental health, prevent the development of more serious difficulties later on, and often reduce multiple problem areas because many of these have overlapping risk factors and comorbidity (Bowers et al 2013;Diekstra 2008;Sklad et al 2012). This is particularly relevant in childhood and adolescence when personality is still developing and serious behavior problems may not have been manifested yet (Domitrovich et al 2007;Lane and Menzies 2003).…”

Section: Role Of School Psychologistsmentioning

confidence: 87%

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Cefai

Cavioni

2015

Contemp School Psychol

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Over the past couple of decades, the Program for International Student Assessment (PISA) has gained an increasing role in shaping educational systems and policies across the world. PISA's measurement of a limited range of cognitive abilities across cultures, however, promotes a narrow view of education, one that focuses primarily on preparing students for the economic market. This paper argues for a broader educational agenda-namely the formation of academically, socially, and emotionally literate young people who have the skills and emotional resilience necessary to navigate the uncertain of modern life. In addition, the role schools may have in promoting the well-being of children and young people is discussed, positioning the classroom teacher as an effective and caring educator in both academic and social and emotional learning. The paper proposes a multilevel, whole school, and school-based approach to social and emotional education. The final section discusses the role of school psychologists in the implementation of this framework, particularly at the universal, preventive level.

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“…Is seems reasonable to hypothesise that when faced with the need to teach in new curriculum areas such as mental health promotion, teachers may draw heavily upon whatever knowledge they do have available to them, including their cultural experiences and perspectives of mental health and mental illness. In many societies mental health and mental ill-health have been clouded in a lack of availability of good quality information and evidence, misunderstandings, secrecy and stigma (Bowers, Manion, Papadopoulos, & Gauvreau, 2013), which may impact upon teachers' beliefs and attitudes.…”

Section: Teachers Are At the Core Of Promoting Mental Health In Schoolsmentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students' positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students' mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre-or in-service teacher education, thus raising questions about teachers' capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers' responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers and schools for mental health promotion in diverse cultural settings is warranted.

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Stigma in school‐based mental health: perceptions of young people and service providers

Cited by 113 publications

References 17 publications

Beliefs and perception about mental health issues: a meta-synthesis

Beliefs and perception about mental health issues: a meta-synthesis

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

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