Transformation of Children's Mental Health Services: The Role of School Mental Health

Stephan, Sharon H.; Weist, Mark D.; Kataoka, Sheryl H.; Adelsheim, Steven; Mills, C.

doi:10.1176/appi.ps.58.10.1330

Cited by 69 publications

(65 citation statements)

References 7 publications

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“…An additional problem is that the development of theories and interventions for childhood anxiety has lagged behind other areas (Cartwright-Hatton, McNicol, & Doubleday, 2006). On top of this, educational and mental health researchers, like special educators and clinicians, seldom collaborate, which hampers the emotional well-being and academic attainment of pupils (Stephan, Weist, Kataoka, Adelsheim, & Mills, 2007). It has become clear that both academic and mental health needs in children inevitably must be addressed to assist that trajectory, and special educators are uniquely positioned in this respect (Sulkowskiet al, 2012).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Nyroos¹

2015

JPBS

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In the context of the recently released DSM-5, here is discussed a common emotional experience among pupils and students, test anxiety, and demonstrated its multifaceted character, which terminates eligibility for both special educational and medical services. Severe test anxiety is associated with a huge range of deleterious life trajectories. However, it is also a biological reality; normative in its origin and in essence benign. Present paper merges the latest knowledge from different disciplines, and presents measures for theory and practice. Because intense and excessive test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders childhood test anxiety warrants attention.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Nyroos¹

2015

JPBS

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“…• Prevention of depression in schools is often ineffective • Parental depression adds highly to the risk of offspring depression • Preventative efforts in schools need to take a whole family approach to be effective • Schools need to tackle the mental health stigma and get better at engaging parents in school interventions parent communication, schools have the tools to play a vital part in screening and supporting children and young people with early depressive symptoms (Stephan et al 2007). Moreover, schools are often a central hub within the community and they have an important role in referring children and young people to specialist services (Stephan et al 2007).…”

Section: Key Messagesmentioning

confidence: 99%

What Are the Challenges Involved in the Prevention of Depression in Schools?

Gondek

Lereya

2017

Contemp School Psychol

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Depression is linked with serious social and educational impairments and elevated rates of smoking, substance misuse and obesity among children and adolescents. Due to already existing structures within schools and their important role within the community, they appear to provide an ideal environment to implement preventative strategies against depression. Even though there is a growing evidence base for school-based interventions, it is rarely supportive for their effectiveness. In the current piece, we are exploring potential reasons for a limited success of school-based prevention against depression. We mainly focus on parental mental health as one of the potential moderators of the effectiveness of school-based approaches. We argue that family-oriented approach to mental health provision at schools needs to be taken. We also explore barriers to parental involvement experienced by schools and make recommendations of how these can be mitigated. Finally, the article outlines existing school-based interventions targeting mental health of both pupils and parents.

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“…Given the vital role that psychological well-being plays in children's school success, schools may be an ideal gateway for addressing children's mental health needs (Stephan et al 2007). In fact, schools are already the primary setting for both detection and treatment of psychological disorders in children (Stephan et al 2007).…”

Section: School-based Mental Healthmentioning

confidence: 99%

“…In fact, schools are already the primary setting for both detection and treatment of psychological disorders in children (Stephan et al 2007). Compared to clinic-based programmes, school-and community-based programmes are generally cost-effective (e.g.…”

Section: School-based Mental Healthmentioning

confidence: 99%

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

Eisenhower

Taylor²,

Baker

2016

School Psychology Review

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School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

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Transformation of Children's Mental Health Services: The Role of School Mental Health

Cited by 69 publications

References 7 publications

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

Special Education a Provision and an Adjacent System – Exemplified Through Test Anxiety

What Are the Challenges Involved in the Prevention of Depression in Schools?

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

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