School Mental Health最新文献

This article reports on the development and psychometric evaluation of a new teacher observation instrument to systematically assess young primary school students’ well-being and detect potential indicators of psychological trauma, the RaPTOSS: Risk and Protective factors Trauma Observation School Situations. The RaPTOSS is developed specifically for preschool and early primary school teachers, because of the limited abilities their young students have to verbally reflect and report on their well-being and stressful experiences. We examined the factor structure, internal consistency, convergent validity and criterion validity of the RaPTOSS in a sample of 406 4- to 8-year-old regular education students. Exploratory factor analyses yielded a four-factor structure for the risk items with the following factors: Withdrawn, Dysphoria, Destructive and Inattentive. The protective factor items revealed a four-factor structure closely aligning the theoretical factor structure: Safety and Relations, Self-Image, Everyday Life and Self-Regulation. All factors exhibited good to excellent internal consistency. Correlations between the RaPTOSS and existing measures of psychosocial well-being without a specific focus on trauma-related behavior demonstrated good convergent validity. Criterion validity was supported, as indicated by moderate to large positive correlations between teacher worries about a student and RaPTOSS risk factors, and moderate to large negative correlations between teacher worries and RAPTOSS protective factors. We conclude that the RaPTOSS is a promising measure for trauma-informed teaching and research, although future research is needed to establish its psychometric qualities in specific samples such as children diagnosed with PTSD and refugee children.

Studies have shown that socially prescribed perfectionism (SPP) is a critical predictor of depression. However, few studies have explored the mechanisms underlying the effects of SPP on depression in Chinese adolescents. Accordingly, the current study aims to explore the relationship between SPP and depression among Chinese adolescents, including the mediating roles of academic pressure, and the moderating role of hope. A total of 3,510 Chinese adolescents in high school (15.56 ± 1.14 years old) participated in the current research by responding to questionnaires on completing measures of SPP, academic pressure, hope and depression. After controlling for gender and age, the results showed that SPP significantly and positively predicted depression, and that academic pressure mediated the link between SPP and depression. In addition, the mediating effect was moderated by hope. Compared with those with high levels of hope, academic pressure had a weaker positive predictive effect on depression than in those with low levels of hope. These findings deepen the explanation of depression formation mechanisms from a personality perspective and have important theoretical and practical implications for the prevention and intervention of adolescent depression.

Identifying and promoting students’ social-emotional strengths is essential in building their mental health. Covitality, representing the co-occurrence of psychological strengths, is a helpful framework for characterizing students’ well-being. This study used latent profile analysis to identify adolescents’ (n = 11,217; 50.3% female, 37.8% male; grades 9 [33.7%], 10 [21.0%], 11 [28.9%], and 12 [16.5%]) covitality patterns across 12 social-emotional health domains. We investigated whether student demographic characteristics (i.e., sex, parent educational attainment, ethnic identification) were related to profile membership. We further examined profiles’ relations to students’ proximal academic and mental health outcomes, including self-reported grades, school connectedness, life satisfaction, and psychological distress. Four covitality profiles were identified—High, Moderate-High, Moderate-Low, and Low. Profile membership was statistically significantly related to students’ sex and socioeconomic circumstances but with small effect sizes. We identified consistent differences across covitality profiles on student self-reported proximal outcomes. Overall, students in profiles with higher covitality levels (High and Moderate-High) reported (a) higher grades, school connectedness, and life satisfaction and (b) less psychological distress, with students in the High profile reporting the most favorable outcomes. Assessing students’ strengths and providing interventions focused on building strengths across domains are recommended.

Public schools are a major provider of mental health services for children in the US. Mental and behavioral health services range from universal programming to individualized clinical supports to address student needs. These services in schools are delivered by various professionals including non-teaching and teaching school personnel, school-employed clinicians, and/or contracted community mental health partners. Provision of mental health services requires complex coordination of providers across disciplines, although few professionals have training in multidisciplinary collaboration strategies. Attention to team processes, such as delineating team members' roles, improving communication, and identifying collaboration strategies, may impact the effectiveness of evidence-based mental health service provision in real world settings. One intervention, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), has been used in healthcare with positive outcomes and has been adapted to educational settings. The current paper describes the community-partnered subsequent adaptation of TeamSTEPPS for schools. Needs assessment interviews identified challenges, successes, and goals for student mental health. Overarching themes extracted from interviews include limited resources at multiple levels (e.g., financial support, time, and personnel), communication challenges, and poor role clarity. A community advisory board provided guidance during the adaptation and implementation planning process. Adaptations to the intervention included tailoring the intervention to the school context and the development of flexible training plans. In addition, individualized implementation plans were developed with each school partner to mitigate foreseeable barriers to rolling-out TeamSTEPPS. Our team is currently piloting the adapted TeamSTEPPS intervention and implementation strategies in partnership with three school districts.

Implementation of evidence-based interventions (EBIs) in under-resourced schools serving ethnic and racial minority youth is challenged by intervention, individuals', and setting characteristics. Engaging community members in equitable partnership improves implementation outcomes and provides resources (e.g., workforce capacity, funding), but can be time intensive. Rapid and rigorous approaches for improving the implementation of EBIs in under-resourced schools is necessary to address youth mental health needs. In this paper, we describe a 6-week internship program for high school students (n = 8) that used community-based participatory research (CBPR) and user-centered design (UCD) principles to adapt a cognitive behavioral skills curriculum. We assessed the process by categorizing barriers discussed and addressed using the Consolidated Framework for Implementation Research, and qualitatively exploring youth perceptions of the adapted curriculum. Barriers included intervention complexity, intervention design, communication, and resource availability. Adaptations focused on design simplification (e.g., renaming the curriculum TEB: Thoughts, Emotions, Behaviors) and dissemination strategies (e.g., creating social media content). Thematic analysis of intern interviews revealed the adapted curriculum as appropriate for students, helpful, and broadly applicable. Interns also expressed ownership over the curriculum and provided recommendations for future implementation. Overall, our study suggests the following: (1) CBPR and UCD can be integrated to adapt EBIs for racial and ethnic minority youth in school settings; (2) UCD principles can expedite the adaptation process; (3) design participation fosters a sense of ownership; (4) youth involvement in the design process can spur support from other stakeholder groups including policymakers; and (5) engaging youth as co-creators requires financial and human resources.

Psychoeducation programs may increase knowledge about stress and help adolescents cope with stress. However, research about the effectiveness of psychoeducation programs about stress for adolescents is limited. The present study aimed to fill this gap by evaluating the effect of a brief school-based universal psychoeducation program about stress, the Stress Lessons, in terms of knowledge and experienced stress. A total of 1613 adolescents (M = 13.41 years) from Dutch secondary schools participated. A cluster randomised controlled design was employed: classes were randomly assigned to an experimental or control condition. The experimental condition received three Stress Lessons between pre- and post-test. The Stress Lessons provided information about stress, how to recognize stress, and how to cope with and prevent stress. Questionnaires were used to assess knowledge about stress as well as experienced stress. Multilevel analyses were conducted to examine the effectiveness of the Stress Lessons and the moderating effect of gender, educational track, and ethnic background. Results showed that knowledge gain was significantly greater in the experimental than in the control condition. Experienced stress did not change due to the Stress Lessons. Moderator analyses revealed a larger effect of the Stress lessons in terms of knowledge about stress for girls compared to boys and for adolescents who followed academic compared to vocational education. Overall, the findings show that a brief psychoeducation program leads to a better understanding of stress. Therefore, it may be useful for schools to implement such programs to enhance adolescents’ awareness.

Despite the fundamental role of teachers in School Mental Health Systems, their work has been under-recognized and under-supported. Moreover, few studies on this role have been conducted in low- and middle-income countries. This study explores and describes the mental health actions undertaken by teachers in schools and categorizes them using latent class analysis. The study collected data from 726 teachers in Chile using snowball sampling. Three self-reported questionnaires were administered: Mental Health Actions and Teaching Role Questionnaire; Interprofessional Competence in Mental Health Questionnaire and Checklist of Mental Health Issues Addressed in School. The results showed that teachers play a significant role in identifying and addressing mental health issues among students, with 90% of respondents reporting that they had provided support to students with mental health concerns. The results also suggest that teachers face several challenges in this role, including a lack of training and resources, time constraints, and the need for better communication and collaboration with mental health professionals. Six latent class of teachers was founded: ow activity Class, Classroom-Centered Class, Individual Emotional Support-Centered Class, Self-Care and Professional Development Class, Mental Health Curriculum-Centered Class, and High activity Class. Based on the results provides applied recommendations for teachers to support their students' mental health, such as creating a safe and supportive classroom environment, promoting social-emotional learning, and collaborating with specialised school mental health professionals. Overall, this study highlights the need for a comprehensive and integrated approach to school mental health that involves teachers, mental health professionals, and other stakeholders.

School burnout syndrome is typically defined through exhaustion from academic demands, cynicism toward school, and feelings of inadequacy as a student, identically as occupational burnout syndrome. This approach neglects the context of education, while equating it with formal employment, overlooking differences between the status of a student and a worker. Therefore, this study aimed at better understanding diverse aspects of school burnout and its contextual risk factors in order to provide a more comprehensive conceptualization of this phenomenon. Methodologically relying on the grounded theory approach and conceptually on Bronfenbrenner’s ecological model, we conducted and analyzed 25 semi-structured individual interviews with Serbian secondary school students that exhibited high scores on the School Burnout Inventory. Five interconnected main themes emerged: Loss of meaning, Intense emotional reactions and states, Perceived incompetence triggered by comparison with classmates, Guilt-induced withdrawal, and Impaired physical health. External factors included Unsupportive and pressuring family and Disengaged teachers. Finally, alongside advocating for preventative measures, such as educational policy and practice changes, we offer a novel theoretical conceptualization of school burnout syndrome. We also argue that the emergence of school burnout syndrome is not an individual’s collapse stemming from inner limitations, but a symptom of systemic deficiencies within the educational system.

Research indicates inadequate evidence-based practice (EBP) implementation for autistic adolescents in schools, despite schools being the most accessed service system by autistic youth. It is critical for school personnel to have a systematic approach to select and adopt autism EBPs. The Autism Community Toolkit: Systems to Measure and Adopt Research-based Treatments (ACT SMART) is a packaged implementation process tool designed to facilitate autism EBP adoption and uptake in community agencies, with promising feasibility, utility, and effectiveness. The current study describes the first iterative study of a community-partnered, iterative redesign of ACT SMART for use in educational settings. Using mixed-methods (focus groups, surveys), we gathered district and school administrators’, teachers’, paraeducators’, autistic students’ and their caregivers’ perspectives of the feasibility, usability, and appropriateness of ACT SMART. We also gathered recommendations for redesign to ensure its contextual appropriateness and usability in middle and high schools. Results indicated the perceived acceptability (satisfaction with ACT SMART), feasibility (practicability of ACT SMART), and appropriateness (perceived fit or relevance of ACT SMART) but more limited usability (extent to which ACT SMART can be used by educators to achieve intended goals) of ACT SMART for schools. Key modifications include integrating the toolkit with school structures (i.e., conducting training on professional development days, aligning budget planning with the district timeline, tying the toolkit to students’ IEPs, aligning with school calendars) and content modifications (i.e., altering language, shortening assessments, incorporating toolkit engagement strategies) to improve usability in schools. The current study highlights the relevance and potential of tools targeting EBP selection and adoption support for public schools. Next steps include further application of community-partnered and human-centered design methods to further refine and finalize the redesigned ACT SMART Toolkit and subsequent feasibility pilot testing.

Bridging Mental Health and Education (BRIDGE) is an evidence-based model for embedding teacher consultation and coaching activities into school-based mental health clinicians’ regular workflow. Here we describe the process of adapting BRIDGE in partnership with a large urban school district and a local managed care organization during a large-scale implementation effort. We also report the feasibility and perceived effectiveness of the adapted training and consultation model as reported by clinicians in one school year. Over 93% of trained clinicians (n = 75) initiated coaching sessions with assigned teachers. Eighty-five percent of coaching sessions were completed as scheduled (n = 505 of 592). After the completion of coaching visits, clinicians attended bi-weekly virtual group sessions for two months. Ninety percent of virtual group sessions were completed as scheduled. Clinicians indicated high levels of satisfaction and high likelihood of using BRIDGE in future. Additionally, clinicians’ self-reported knowledge of BRIDGE practices and their comfort with training others in these evidence-based classroom practices improved from pre- to post- training and coaching. Expert coaches indicated that clinicians’ knowledge of BRIDGE strategies, commitment to BRIDGE consultation, and likelihood of continuing to use BRIDGE strategies were high. These findings suggest that the adapted BRIDGE model is feasible and was perceived to be effective. We share lessons learned related to community-partnered, school intervention adaptation and implementation.