Strategies to address mental health through schools with examples from China

Whitman, Cheryl Vince; Aldinger, Carmen; Zhang, Xinwei; Magner, Elizabeth

doi:10.1080/09540260801994649

Cited by 20 publications

(19 citation statements)

References 32 publications

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“…Recently, there has been an emerging trend that moves beyond a problem-focused approach to embrace a more positive view of mental health (Morrison and Kirby, 2010). Fostering an inclusive and supportive social and physical environment can help to support the overall mental and emotional wellbeing of students (Whitman et al, 2008), but there is limited research that has explored how to navigate implementation of a positive mental health approach in schools. Since fostering a positive mental health approach contributes to psychological wellness and increased readiness to pursue goals related to healthy lifestyle change (i.e.…”

Section: Discussionmentioning

confidence: 99%

Culture matters: a case of school health promotion in Canada

McIsaac

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Veugelers

et al. 2013

Health Promotion International

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SummaryRising concerns of poor health behaviours of children and youth have stimulated international support for a comprehensive approach to promoting the development of healthy behaviours in the early years. Health promoting schools (HPS) is increasingly adopted as an approach to guide supportive practices, but there is limited research that has reported how to effectively implement HPS at a population level. The purpose of this research was to qualitatively explore the factors preventing and facilitating implementation of HPS practices in the Canadian province of Nova Scotia. Interviews (n ¼ 23) were conducted with school stakeholders (principals, teachers and parents) from a diverse sample of schools (n ¼ 9) and data were analysed to develop an understanding of how school circumstances and experiences influenced HPS implementation. At a broad level, the reported barriers were structural and systemic, whereas the facilitating factors were related to organizational capacity and political leadership. It was evident that implementing and sustaining HPS required a shift in values and integration of supportive school health practices into school priorities. The results suggest that, without addressing the competing culture, which is persistently reinforced by strict academic mandates and unhealthy community norms, HPS will be vulnerable to circumstances that prevent implementation. Considering the emerging importance of mental wellbeing, it will also be important to provide schools with adequate and appropriate staff capacity and support to address this issue. Sustaining the positive effects of HPS will require continuous engagement and collaboration with multiple stakeholders to embed health promotion into school community norms.

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Section: Discussionmentioning

confidence: 99%

Culture matters: a case of school health promotion in Canada

McIsaac

Read

Veugelers

et al. 2013

Health Promotion International

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“…Awareness of mental health issues has been growing within schools, and many schools now incorporate into their curriculum education about good mental health (Neil & Christensen, 2007;Whitman, Vince, Aldinger, Zhang, & Magner, 2008). This has occurred as a result of the increasing prevalence of mental health problems in children and adolescents, particularly anxiety and depression.…”

mentioning

confidence: 99%

Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

Tyson

Roberts²,

Kane

2009

Australian Journal of Guidance and Counselling

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This study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.

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“…Because China has implemented a nine-year compulsory education program for all school aged children, primary schools have become important functional entity for advocating and improving child mental health and the ideal place to provide related services. Research has shown programs promoting mental health are among the most effective of health promoting school efforts [ 77 ]. The mental health law mandates that all levels of school be equipped with psychologists and counseling teachers for mental disorders and psychological problems.…”

Section: Current State Of Chinese Child and Adolescent Psychiatry: Chmentioning

confidence: 99%

Current state and recent developments of child psychiatry in China

Zheng

2015

Child Adolesc Psychiatry Ment Health

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China has a population of 1.3 billion, of which 238 million are children under age 15. The rapid economic development and social reforms that have taken place in recent years all had a great influence on child and adolescent mental health. Though a nationwide prevalence study for child and adolescent mental disorders in China is lacking, several regional studies have shown the prevalence of mental disorders in children to be close to the worldwide prevalence of 20%. This article reviews the current status of Chinese child psychiatry, the prevalence of specific disorders in China and the influence of culture on the diagnosis and treatment of child and adolescent mental disorders. Several important social issues are also explored in detail, including the one child policy and left-behind children of migrating workers. Changes in family structures along with the growing competitions in life have weakened the traditional social support system. As a result childhood behavioral problems, mood disorders in young college students, substance abuse and youth suicide are all increasing in China. Many who suffer from mental disorders are not adequately cared for because the scarcity of qualified service providers and pathways to care. This article also lists some challenges and possible solutions, including the multidisciplinary and culture sensitive service model for child mental health. Relevant laws, policies and regulations are also introduced.

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Strategies to address mental health through schools with examples from China

Cited by 20 publications

References 32 publications

Culture matters: a case of school health promotion in Canada

Culture matters: a case of school health promotion in Canada

Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

Current state and recent developments of child psychiatry in China

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