scholarly journals Social and emotional aspects of learning ( SEAL ) for secondary schools: implementation difficulties and their implications for school‐based mental health promotion

2012 ◽  
Vol 18 (3) ◽  
pp. 158-164 ◽  
Author(s):  
Ann Lendrum ◽  
Neil Humphrey ◽  
Michael Wigelsworth
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Secondary Schools ◽  
Mental Health Promotion ◽  
Social And Emotional ◽  
School Based ◽  
Emotional Aspects

scholarly journals Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

2017 ◽  
Vol 117 (5) ◽  
pp. 452-468 ◽  
Author(s):  
Catriona O’Toole
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Critical Pedagogy ◽  
Psychosocial Interventions ◽  
Mental Health Promotion ◽  
Content Type ◽  
School Based ◽  
Critical Pedagogies ◽  
Children's Development ◽  
Children’S Development

Purpose The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities. Originality/value The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

scholarly journals School Mental Health Promotion: Supporting Children Impacted by Family and Parent Mental Health Conditions

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Stella Laletas
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
School Mental Health ◽  
School Context ◽  
Health Condition ◽  
Mental Health Promotion ◽  
The Past ◽  
School Based ◽  
High Prevalence ◽  
Mental Health Programs

Given the high prevalence of children living with a parent who has a mental health condition, prevention and early intervention strategies have attracted much attention over the past decade. Given the role teachers and educators play in children’s academic and social development, the school context has gained much attention in mental health promotion research. There is a growing evidence of the effectiveness of school-based mental health programs to facilitate strategies that address some of the challenges associated with stigma and prejudice.

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