Implications of major disaster for educators, administrators, and school-based mental health professionals: Needs, actions, and the example of Mayfair Elementary.

2010 ◽  
pp. 167-191 ◽  
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Jacqueline MacDonald
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Based ◽  
Major Disaster

Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth

2021 ◽  
pp. 661-680
Author(s):  
Elizabeth K. Rhoades
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Sexual Minority ◽  
Psychosocial Development ◽  
Health Professionals ◽  
Growth And Development ◽  
School Mental Health ◽  
Children And Youth ◽  
School Based ◽  
Healthy Growth

This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.

Students Responding to Natural Disasters and Terrorism

2012 ◽  
pp. 229-250
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Steven J. Hardy
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Emotional Needs ◽  
Cultural Considerations ◽  
School Based ◽  
The Impact

This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

Introduction

2020 ◽  
pp. 1-19
Author(s):  
Philip J. Lazarus ◽  
Shannon M. Suldo ◽  
Beth Doll
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Factor Model ◽  
Well Being ◽  
Health Service Delivery ◽  
Risk And Resilience ◽  
Whole Child ◽  
Mental Health Service Delivery ◽  
School Based

In this introduction, the authors discuss the purpose of this book, which is (a) to provide school-based mental health professionals with the knowledge and tools to help promote students’ emotional well-being and mental health, (b) to describe how to implement new models of mental health service delivery in schools, and (c) to prescribe practical strategies that bolster the likelihood that our youth will thrive in school and in life. The authors recommend conceptualizing student mental health through a dual-factor model that encompasses both promoting wellness and reducing pathology. They advocate for a change in educational priorities—one that supports the whole child, in mind, body, and spirit. They then discuss the prevalence of psychological distress in youth, risk and resilience research, the dual-factor model of mental health, happiness studies, new frameworks for the delivery of services, and the organization and structure of the text.

Using Play Therapy to Support Bereaved Students

2017 ◽  
pp. 182-194
Author(s):  
Karrie L. Swan ◽  
Rebecca Rudd
Keyword(s):  
Mental Health ◽  
Play Therapy ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Early Period ◽  
School Based ◽  
Bereaved Children ◽  
Family Constellation ◽  
Child Centered ◽  
Child Centered Play Therapy

Using the tenets of child-centered play therapy, this chapter describes interventions that school-based mental health professionals can use to support bereaved children. Children’s reactions to death, and the interventions that professionals can use, vary based on their developmental stage. Strategies are presented for helping children process the early period of bereavement, facilitate a developmentally and culturally appropriate understanding of death, promote adjustment to changes in family constellation and dynamics, and memorialize loved ones. Instructions are provided for using play techniques to help children organize, make sense of, and express their losses in a concrete manner. The play interventions described in this chapter involve using a sand tray and miniature figures to help a child prepare for a memorial service and to start to understand the concept of death, using puppets to explore the changes in family dynamics that occur after a death, and creating a memorial book.

scholarly journals THE CHALLENGES OF SCHOOL-BASED YOUTH SUICIDE PREVENTION: EXPERIENCES AND PERCEPTIONS OF MENTAL HEALTH PROFESSIONALS IN SOUTH AFRICAN SCHOOLS

2015 ◽  
Vol 27 (1) ◽  
pp. 20-44
Author(s):  
Maryke Woolf ◽  
Jason Bantjes ◽  
Ashraf Kagee
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
South African ◽  
Suicide Prevention ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Suicidal Behaviour ◽  
School Based

Youth suicidal behaviour poses a significant public health concern. Mental health care professionals working in schools have an important role to play in youth suicide prevention initiatives, although little is known of the experiences of this group of professionals in low and middle income countries (LMIC’s). The aim of this study was to explore the experiences of mental health professionals working in South African schools and to document their insights, attitudes and beliefs regarding youth suicidal behaviour. In-depth semi-structured interviews were conducted with seven school-based mental health care professionals and data were analysed using Thematic Analysis. Participants reported that they relied on a reactive strategy by responding to youths who were in crisis. They were challenged by a lack of support from faculty staff, a lack of access to resources, and heavy caseloads. Findings highlight the need for a proactive and collaborative approach to suicide prevention among mental health care professionals, teachers and parents in South African schools and improved training and supervision.

Providing Primary Prevention and School Mental Health Services to LGBTQ+ Children and Youth

2020 ◽  
pp. 138-163
Author(s):  
Elizabeth K. Rhoades
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Sexual Minority ◽  
Psychosocial Development ◽  
Health Professionals ◽  
Growth And Development ◽  
School Mental Health ◽  
Children And Youth ◽  
School Based ◽  
Healthy Growth

This chapter provides an overview of the difficulties facing LGBTQ+ youth in schools and their barriers to healthy psychosocial development. The risk and resiliency model is applied to these challenges, and specific risk factors and resiliency factors are explored. The focus is on means to foster healthy growth and development in sexual minority students through developing school-based programs and practices that have been proven to increase resiliency. The chapter provides specific strategies for school-based mental health professionals to use to increase resiliency in sexual minority youth through the application of school-wide policies and practices. Strategies for making such systemic changes and garnering support are also presented.

School-Based Mental Health Professionals’ Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Jamilia J. Blake ◽  
Courtney S. Banks ◽  
Brenda A. Patience ◽  
Emily M. Lund
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
School Psychologists ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Evidence Based ◽  
School Based ◽  
Assessment Guidelines

A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of bullying more frequently than school psychologists. Whereas the majority of school-based mental health professionals surveyed reported some level of competence in using assessment tools for bullying, few reported using empirically based instruments to assess for bullying. This article discusses results and implications, namely, the need to identify clinically meaningful tools for the assessment of bullying and the need to adopt more formal and empirically based methods of assessment in schools.

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