The quality of the selected studies was assessed using a checklist following the methodological guidance for systematic reviews developed by the Joanna Briggs Institute (JBI) (Lockwood et al., 2015). This first review and discussion of the studies of the 11 articles lead to the elimination of a further six articles that did not adequately fit the inclusion criteria. The study carries out a systematic review (Gough et al., 2013), a methodology developed by the EPPI Centre of the UCL Institute of Education. However, when searching for mental health improvement through dialogic interactions, the research is scarce.
Evidence-Based Behavioral Health Practices in School Settings
Future research should focus on system-level implementation and maintenance of these integrative interventions over time. Similarly, training teachers in mental health promotion skills might not only assist in identification and referral for children who need it, but also help teachers feel less overwhelmed by the emotional and behavioural challenges in their classrooms.40,120 Strategies to integrate the different tiers of interventions within a school, and use of resources from within the school, are probably the most sustainable. This strategy will require the development of interventions that are feasible, low burden, and can be easily integrated into routine school schedules. This study showed improved relationships between teachers and students, student academic self-concept, and peer-reported victimisation. Which presentations of illness and treatments are better suited for the school or community services are important questions to clarify.
Theme 5: Use Qualified Mental Health Providers to Conduct Culturally Relevant Sessions In Person During School Hours
- The identified gaps in the present review can inform future research including systematic reviews, as well as recommendations and guidance that can be the basis for improving youth mental health through school-based interventions.
- Community-based mental health and psychosocial support in humanitarian Settings.
- No papers looked at mental health promotion efforts in schools in developing countries, which is an area of great significance in terms of mental health outcomes for young people.
- Several manuals were developed to address more specific challenges facing schools and their communities, such as youth suicide (34), violence against children (26, 35, 36), and crisis interventions (37).
Consequently, mental ill-health often manifests in adulthood 5,13, which is unfortunate because many children and youths have originally mild or moderate symptoms ), and thus early identification and prevention can have beneficial effects 12,14,15. Estimations show that up to 75% of students suffering from mental ill-health receive inadequate treatment or are not treated at all 11,12. Despite this, mental ill-health of children and youths is often not identified and treated in a timely way. These consequences may range from poor educational attainment, compromised physical health, substance abuse, juvenile delinquency, and unemployment to even premature mortality (e.g., suicide 6,7,8). However, certain subfactors were mentioned more often (e.g., the adaptability of the programs, communication, or engagement of key stakeholders). Therefore, this scoping review synthesizes the literature on factors that affect the implementation of SBMHS.
Finally, it is important to note that the current study examines provider experiences of a single EBP. However, our findings provide useful insight into models of service delivery and conditions that may increase the likelihood of surmounting common implementation challenges. Finally, although the model for clinical support or consultation varied from site to site, all successful implementers had some form of clinical support or consultation in place that a majority found to be quite helpful. Moreover, providers may experience a greater sense of support if they know that they can confer with another implementer if needed. Beyond the surmounting of barriers, familiarity with others implementing the same program clearly distinguished implementers from non-implementers.
School-based mental health promotion: A global policy review
SBMHS have incorporated a variety of programs spanning from universal programs that target all students and https://www.thecommunityguide.org/findings/mental-health-multi-tiered-trauma-informed-school-programs-improve-mental-health-among-youth.html aim at improving children and youths’ general mental well-being to programs that target specific individuals, either who were at risk for mental ill-health or who experienced mental ill-health. Furthermore, the service range of the program as well as the facilities (e.g., rooms used for the programs) needed to be adapted based on the needs of the children and youths in that school . Examples of indicated interventions were improving communications between caretakers of children with ADHD or implementing a social skills program to promote children’s cooperative skills and anger management. Universal interventions targeted all children, whereas selective interventions focused on risk groups and indicated interventions were provided to children and youths who were already struggling with their mental health.
When mental health teams are employed by a community agency, they may be confused about roles and responsibilities if the priorities of the school district and the community mental health agency are not aligned. The needs and priorities of team members may vary depending on whether these individuals are employed by the school district or by community mental health agencies contracted by the district. Team members employed by community mental health agencies may have different training backgrounds, theoretical orientation, supervision requirements and sense of mission than those employed by the school district, which may lead to a fragmented system of care (Locke et al., 2015). Because of teacher shortages and accountability systems, such as Race to the Top (U.S. Department of Education, 2009), which exerts pressure on poor districts to improve academic performance, under-resourced schools are often forced to assign teaching duties to non-teaching staff, such as school counselors and social workers (Fiscella & Kitzman, 2009).