Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health

Ekornes, Stine; Hauge, Trond Eiliv; Lund, Ingrid

doi:10.1080/14623730.2013.798534

Cited by 19 publications

(23 citation statements)

References 41 publications

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“…Relations between mental health literacy, and teacher age, length of time teaching, and level of education were nonsignificant, differing from some prior studies in HICs and LMICs. For instance, some studies in the United States and Norway have found that teaching experience may increase understanding and awareness of students’ mental health problems, likely because of working with such students in their class (Ekornes, Hauge, & Lund, ). In contrast, other studies in the United States, Ethiopia, and India have found that teachers with less teaching experience had better mental health literacy compared to their senior colleagues (Kerebih, Abrha, Frank, & Abera, ; Koller, Osterlind, Paris, & Weston, ; Mendonsa & Shibabuddeen, ), perhaps because more recently trained teachers received more updated preservice training.…”

Section: Discussionmentioning

confidence: 99%

Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam

Dang

Weiss

Lam

et al. 2018

Psychology in the Schools

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This paper discusses how school psychology technology developed in Western countries can be adapted for global contexts and “internationalized.” The article reports results of two studies, providing examples of (1) our school psychology internationalization experiences in Vietnam, as lessons hopefully useful for other professionals interested in international development, and (2) how Western researchers can learn through internalization experiences. Because mental health literacy is foundational for mental health development, Study 1 focused on assessment of mental health literacy among 353 Vietnamese teachers, with findings suggesting overall low mental health literacy among these participants. Study 2 focused on our Vietnam ACES ProS high‐school problem‐solving therapy program. We discuss the Mental Health Capacity Development Model guiding development of ACES ProS and report positive results of an evaluation of ACES ProS involving 100 Vietnamese high‐school students. Program cultural adaptation (e.g., deciding whether teacher classroom praise should be excluded from classroom behavior management because of Vietnamese students’ tendency to react to praise with increased competitive behavior) is reviewed as an example of challenges faced in school psychology internationalization. This program of research shows that school psychology internationalization can be successful but requires careful attention and close collaboration.

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Section: Discussionmentioning

confidence: 99%

Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam

Dang

Weiss

Lam

et al. 2018

Psychology in the Schools

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“…Phrases used by practitioners included: being able to 'communicate feelings', 'cope with life challenges', being 'happy' and having 'positive self-esteem'. This corresponds to research undertaken by Ekornes et al, (2012) which also identified how school practitioners prefer to use terms such as 'emotional health' and 'well-being' because they are perceived to reduce the stigma associated with mental health. 'Social functioning' and being 'free from illness' were also used by practitioners to define characteristics of mental health.…”

Section: Mental Health Discourse and The Primary Classroommentioning

confidence: 99%

“…Ecclestone (2014) calls for a philosophy which challenges the language of vulnerability and routine invitations to seek help for anxiety, by focusing more on building resilience and coping strategies among children and young people. There will, of course, be some school practitioners who believe such responsibility goes beyond their professional role and expertise (Ekornes et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Due to the links between mental health, academic success and life opportunities, schools are considered important settings for promoting mental well-being (Clausson & Berg, 2008;Cushman et al, 2011;Ekornes et al, 2012;WAG, 2012). Schools have an obligation to address aspects of mental health through the curriculum via Personal and Social Education (statutory in Wales) and Personal, Social and Health Education (non-statutory in England) and through engagement in the National Healthy Schools Scheme.…”

Section: Introductionmentioning

confidence: 99%

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Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being

Hamilton

Danby

2016

Pastoral Care in Education

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The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the UK, statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children's mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an 'elephant in the room.'

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“…One indication of this concern with psychosocial health is that teachers have been given an increased responsibility for pupils' well-being. The role of the teacher has become much more far-reaching than simply communicating knowledge, and it now also involves fostering and caring for the pupils' welfare (Franklin, Kim, Ryan, Kelly & Montgomery, 2012;Ekornes, Hauge & Lund, 2012;Stormont, Reinke & Herman, 2010). Another indication of this concern is that schools now employ school social workers, and together with other professional groups -such as school doctors, nurses, psychologists, and special needs teachers -school social workers are now included in pupil healthcare organisations.…”

Section: Introductionmentioning

confidence: 99%

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

Isaksson

Larsson

2017

Education Inquiry

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This article describes how school social workers and teachers perceive their cooperation with each other with regard to pupils' well-being in Swedish schools. A total of 23 qualitative interviews were conducted with a strategic sample of teachers and school social workers. The analysis of the interview data was based on Andrew Abbott's theory of the system of professions, and the cooperation and boundary work of the two professional groups are discussed in terms of jurisdictional conflicts and "cultural machinery". The analysis shows that on a general level both school social workers and teachers seem to agree about the need for school social work, but tensions and diverging views were uncovered when investigating the cultural machinery in their daily work. This study shows how both of these professional groups protect the boundaries of their own jurisdictions, but also how these boundaries are relaxed when social workers and teachers jointly try to solve everyday problems.

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Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health

Cited by 19 publications

References 41 publications

Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam

Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam

Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being

Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being

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