Role of the U.N. Convention on the Rights of the Child in School-Based Mental Health

2012 ◽  
Author(s):  
Shereen C. Naser ◽  
Berre Burch ◽  
Meredith Summerville ◽  
Bonnie Nastasi
Keyword(s):  
Mental Health ◽  
School Based ◽  
Rights Of The Child

Addressing Pediatric Developmental and Mental Health in Primary Care Using Tele-Education

2021 ◽  
pp. 000992282110596
Author(s):  
Joyce N. Harrison ◽  
Janna Steinberg ◽  
Anna Maria Louise Wilms Floet ◽  
Nancy Grace ◽  
Deepa Menon ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Mental Health Disorders ◽  
Knowledge Gain ◽  
Atlantic Region ◽  
School Based ◽  
Health Disorders ◽  
Management Changes ◽  
Provision Of Care

This study evaluates the effectiveness of an early childhood tele-education program in preparing community pediatric clinicians to manage developmental and mental health disorders in young children. Community pediatric clinicians from rural, underserved, or school-based health center practices in the mid-Atlantic region participated in a weekly tele-education videoconference. There was a significant knowledge gain evidenced by the percentage of questions answered correctly from pre- to post- didactic exposure ( P < .001). Participants reported an increase in knowledge from pre- ( P < .001) and in confidence from pre- to post- participation ( P < .001). Practice management changes demonstrated an encouraging trend toward managing patients in the Medical Home, as compared with immediately deferring to specialists following participation. This early childhood tele-education videoconferencing program is a promising response to the urgent need to confidently increase the role of pediatricians in the provision of care for childhood developmental and mental health disorders.

scholarly journals Considering Mindfulness Techniques in School-based Anti-bullying Programmes

2018 ◽  
Vol 7 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Mairead Foody ◽  
Muthanna Samara
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Perspective Taking ◽  
School Bullying ◽  
Duty Of Care ◽  
Whole School ◽  
School Based ◽  
Current Psychological ◽  
The Impact

Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

The wider social system

2021 ◽  
pp. 238-281
Author(s):  
Robbie Duschinsky ◽  
Sarah Foster
Keyword(s):  
Mental Health ◽  
Social Environment ◽  
Social System ◽  
Public Mental Health ◽  
Epistemic Trust ◽  
School Based ◽  
System P ◽  
The Social ◽  
The Individual

Critics have alleged that in attempting to adapt to the individual-centric environment of contemporary health provision, mentalization-based therapy itself has been complicit with the atomization of society. Conversations with his colleague Peter Fuggle and Dickon Bevington at the Anna Freud Centre have also had a profound role in highlighting to Fonagy the importance of the wider social system around the individual. Pursuing these questions, this chapter begins by examining the growing attention to the social environment shown by Fonagy and colleagues, and especially their exploration of the role of friends and friendships for mentalization and epistemic trust. It will then examine the reflections and research by Fonagy and collaborators on public mental health. The researchers’ hopes regarding school-based prevention will be given particular attention, and the chapter will also show how this work has shaped Fonagy’s efforts as a policy influencer. Finally, the chapter will appraise the considerations offered by Fonagy and colleagues of the role of culture, in particular the issue of whether attention to cultural processes should be regarded as mentalizing, non-mentalizing or as not mentalizing, and whether organizations and societies can themselves be said to institutionalize cultures of mentalizing or non-mentalizing.

Children’s reactions to the 2010 Chilean earthquake: The role of trauma exposure, family context, and school-based mental health programming.

2014 ◽  
Vol 6 (5) ◽  
pp. 563-573 ◽  
Author(s):  
Dana Rose Garfin ◽  
Roxane Cohen Silver ◽  
Virginia Gil-Rivas ◽  
Javier Guzmán ◽  
J. Michael Murphy ◽  
...  
Keyword(s):  
Mental Health ◽  
Trauma Exposure ◽  
Family Context ◽  
School Based ◽  
Health Programming ◽  
Chilean Earthquake

Nobody’s Really Ever Asked Me Why: Anxiety as a Barrier to School Success

2016 ◽  
Vol 11 (2) ◽  
pp. 159-176
Author(s):  
Diane M. Kratt
Keyword(s):  
Mental Health ◽  
College Student ◽  
Mental Health Services ◽  
Health Services ◽  
School Success ◽  
Health Conditions ◽  
School Time ◽  
School Based ◽  
Positive Results

AbstractChildren’s mental health can be a barrier to school success. School-based mental health services exist and research has shown positive results with the implementation of them. However, students spend the majority of their school time with a teacher and very little research exists on the role of a teacher in regards to students with mental health conditions. In this study, a college student shares his life-long experiences on being a student living with anxiety. What can educators learn from someone like him?

Family Considerations in Supporting Bereaved Students

2017 ◽  
pp. 82-95
Author(s):  
Melissa J. Hagan ◽  
Allie Morford
Keyword(s):  
Mental Health ◽  
Health Professional ◽  
Mental Health Professional ◽  
Family Cohesion ◽  
Developmental Level ◽  
Grieving Process ◽  
School Based ◽  
Death Of A Parent ◽  
The Family

This chapter reviews the role of the family in a student’s grieving process and the role the school-based mental health professional can play in supporting the families of bereaved students. Key challenges that caregivers face in supporting bereaved youth are addressed. Strategies that school-based professionals can use to engage family supports around the student are discussed. Key considerations, including the age and developmental level of the student, and family cohesion, are highlighted. The differing impacts of varying types of death, including the death of a parent or a sibling, expected versus sudden deaths, and stigmatized deaths, are also discussed.

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