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2. Analysis of an In-School Mental Health Services Model for K-12 Students Requiring Intensive Clinical Support: A White Paper Report on Tier 3 School-Based Mental Health Programming
- Author
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Dettmer, Amanda M.
- Abstract
Emotional, behavioral, and mental health challenges make it difficult for many children and adolescents to engage and succeed at school. Research indicates that at least 20% of all children and adolescents have been diagnosed with one more mental health disorders. Behavioral problems, anxiety, and depression are the most diagnosed mental health issues, and they often co-occur. Moreover, these conditions are being diagnosed at increasingly younger ages. In the past several years there has been a rise in the number of adolescents and young adults with serious mental health issues such as major depression and suicidal ideation, and the COVID-19 pandemic has exacerbated mental health problems for children and adolescents. Schools offer promise for providing intensive clinical support to the most at-risk students, and schools are necessary environment to explore the implementation of multi-modal youth mental health services. This paper provides an analysis of an intensive, in-school mental health services model developed and implemented by Effective School Solutions (ESS), a New Jersey based provider of high acuity school based mental health services for K-12 students. We analyze this multi-modal model for its effectiveness in improving educational outcomes for over 3,000 students identified as requiring intensive clinical mental health support across the 2021-22 school year. This analysis reveals that those students receiving High- versus Low-fidelity programming (i.e., multiple sessions per week for at least half of the school year versus for less than half of the school year) had better educational outcomes. Students receiving High-fidelity programming had greater improvements in grade point average (GPA) and greater reductions in absences across the school year. A higher number of in-school clinical sessions per week significantly predicted a greater increase in GPA and a greater reduction in total disciplinary incidents (including out of school suspensions) across the school year. This report provides initial promising evidence that in-school intensive mental health clinical services yield positive effects on students' educational outcomes. Though future research is needed to validate and extend these findings, schools may consider implementing such services onsite to meet students where they are and to optimize students' mental, behavioral, and educational well-being. [This white paper report was published by the Yale Child Study Center."]
- Published
- 2023
3. Exploring the research needs, barriers and facilitators to the collection of biological data in adolescence for mental health research: a scoping review protocol paper.
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Worrell C, Pollard R, Weetman T, Sadiq Z, Pieptan M, Brooks G, Broome M, Campbell N, Gardner N, Harding S, Lavis A, McEachan RRC, Mondelli V, Morgan C, Nosarti C, Porat T, Ryan D, Schmid L, Shire K, Woods A, Pariante CM, Dazzan P, and Upthegrove R
- Subjects
- Humans, Adolescent, Research Design, Mental Disorders, Data Collection methods, Mental Health
- Abstract
Introduction: While research into adolescent mental health has developed a considerable understanding of environmental and psychosocial risk factors, equivalent biological evidence is lacking and is not representative of economic, social and ethnic diversity in the adolescent population. It is important to understand the possible barriers and facilitators to conduct this research. This will then allow us to improve our understanding of how biology interacts with environmental and psychosocial risk factors during adolescence. The objective of this scoping review is to identify and understand the needs, barriers and facilitators related to the collection of biological data in adolescent mental health research., Methods and Analysis: Reviewers will conduct a systematic search of PubMed, Medline, Scopus, Cochrane, ERIC, EMBASE, ProQuest, EBSCO Global Health electronic databases, relevant publications and reference lists to identify studies published in the English language at any time. This scoping review will identify published studies exploring mental health/psychopathology outcomes, with biological measures, in participants between the ages of 11 and 18 and examine the reported methodology used for data collection. Data will be summarised in tabular form with narrative synthesis and will use the methodology of Levac et al , supplemented by subsequent recommendations from the Joanna Briggs Institute Scoping Review Methodology., Ethics and Dissemination: Ethical approval is not required for this scoping review. The scoping review will be conducted with input from patient and public involvement, specifically including young people involved in our study ('Co-producing a framework of guiding principles for Engaging representative and diverse cohorts of young peopLE in Biological ReseArch in menTal hEalth'-www.celebrateproject.co.uk) Youth Expert Working Group. Dissemination will include publication in peer-reviewed journals, academic presentations and on the project website., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2024
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4. Reading for Life: The Impact of Youth Literacy on Health Outcomes. Topic Paper
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Scholastic Inc., Shulman, Kai, and Trabucchi, Sarah
- Abstract
"Reading for Life" seeks to provide a gateway to that research. Reviewing data on reading and literacy and their impact on the physical, mental, and social-emotional components of health, this paper will: (1) Review the current state of children's literacy and health, particularly in the wake of the COVID-19 pandemic; (2) Explore the importance of early-childhood education and literacy interventions in preschool, and their roles in health outcomes; (3) Summarize existing literature on the relationship between literacy rates and physical, mental, and social-emotional health; and (4) Study successful collaborations between the education and medical fields to implement literacy interventions in pediatric healthcare settings. [This paper was prepared by Scholastic Research & Validation as part of the Yale Child Study Center-Scholastic Collaborative for Child & Family Resilience.]
- Published
- 2023
5. Prototype development of the Mental Health benchmarking Industry Tool for residential aged Care (MHICare Tool): a protocol paper of a two-stage sequential and mixed methods codesign study.
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Brimelow R, Brooks D, Sriram D, Burley C, Beattie E, Byrne G, and Dissanayaka N
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- Aged, Humans, Australia, Homes for the Aged, Delivery of Health Care, Benchmarking, Mental Health
- Abstract
Objectives: Current mental health practices for people living in residential aged care (RAC) facilities are poor. In Australia, there are no mechanisms to monitor and promote mental health for people living in RAC, including those who experience changed behaviours and psychological symptoms. The aim of this study is to improve current practices and mental health outcomes for people living in RAC facilities by codesigning a Mental Health benchmarking Industry Tool for residential aged Care (MHICare Tool)., Methods: A two-stage sequential and mixed methods codesign methodology will be used. Stage 1 will include qualitative interviews and focus groups to engage with residents, family/care partners and RAC staff to ascertain mental healthcare practices and outcomes of greatest significance to them. Adapted concept mapping methods will be used to rank identified issues of concern in order of importance and changeability, and to generate draft quality indicators. Stage 2 will comprise a Delphi procedure to gain the wider consensus of expert panel views (aged care industry, academic, clinical) on the performance indicators to be included, resulting in the codesigned MHICare Tool., Ethics and Dissemination: This study has been reviewed and approved by the University of Queensland Human Research Ethics Committee (HREC/2019002096). This project will be carried out according to the National Statement on Ethical Conduct in Human Research (2007). The study's findings will be published in peer-reviewed journals and disseminated at national and international conferences and through social media., Conclusion: This protocol reports structured methods to codesign and develop a mental health performance indicator tool for use in Australian RAC., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2024
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6. Integrating Mental Health Management into Empowerment Group Sessions for Out-of-School Adolescents in Kenyan Informal Settlements: A Process Paper.
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Mutahi J, Kangwana B, Khasowa D, Muthoni I, Charo O, Muli A, and Kumar M
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- Humans, Adolescent, Kenya, Schools, Public Health, Mental Health, Empowerment
- Abstract
This article presents processes for developing contextualized training procedures to better appreciate partnership, capacity-building experiences, and specific implementation challenges and opportunities for mental and public health teams. The program enrolled 469 out-of-school adolescents to participate in the integration of youth mental health into health and life-skill safe spaces. The teams utilized various methods to achieve process outcomes of restructuring and adapting curricula, training youth mentors, and assessing their self-efficacy before integrating the intervention for 18 months. The Coronavirus (COVID-19) pandemic became an additional unique concern in the preliminary and the 18-month implementation period of the program. This necessitated innovation around hybrid training and asynchronous modalities as program teams navigated the two study locations for prompt training, supervision, evaluation, and feedback. In conclusion, out-of-school adolescents face a myriad of challenges, and a safe space program led by youth mentors can help promote mental health. Our study demonstrated how best this can be achieved. We point to lessons such as the importance of adapting the intervention and working cohesively in teams, building strong and trusting partnerships, learning how to carry out multidisciplinary dialogues, and continuous supervision and capacity building. This article aimed to document the processes around the design and implementation of this innovative intervention and present a summary of lessons learned.
- Published
- 2024
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7. Briefing Paper: Infant and Early Childhood Mental Health and Early Intervention (Part C)--Policies and Practices for Supporting the Social and Emotional Development and Mental Health of Infants and Toddlers in the Context of Parent-Child Relationships
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Early Childhood Technical Assistance (ECTA) Center and University of North Carolina at Chapel Hill, FPG Child Development Institute
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This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.
- Published
- 2022
8. Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper
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Stanford University, Policy Analysis for California Education (PACE), Hurtt, Alexandria, Reed, Sherrie, Dykeman, Kramer, and Luu, Justin
- Abstract
As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however, their details have yet to be explored statewide, concealing the potential trends that arise in local planning when traditional schooling is disrupted by crisis. Through a multiphase, mixed methods approach, this study examines the legislative requirements of an educational policy that orchestrated large-scale local planning. Results suggest that, during a crisis, equity is centered in both policy and the plans of public school districts, threaded through accessibility to instruction as well as academic and social-emotional supports. [For the Policy Brief, see ED624610.]
- Published
- 2022
9. The Condition of Education in Wisconsin. WCER Working Paper No. 2020-12
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Hirschl, Noah, and Grodsky, Eric
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This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education that they considered especially important for educational equity and success for children in Wisconsin. Public school teachers and administrators in Wisconsin are responsible for educating about 855,000 students between four-year-old kindergarten and twelfth grade. State report cards produced annually by the Wisconsin DPI show how well we are doing as a school system with respect to student outcomes. In this paper, we focus on what principals and teachers in the state are doing. How do kindergarten teachers at both the four-year-old and five-year-old levels engage in play in their classrooms? How do elementary teachers group students for instruction and how frequently do they reconsider these groupings? What sorts of educational opportunities do teachers and schools offer their English language learners and their students with special needs? How supported do teachers feel in their early years in the profession? These are just a few of the questions we asked a representative sample of almost 700 principals and 2,200 teachers in the state. This paper offers a big picture view of instructional practice and educational opportunity in Wisconsin. It makes no claims about what schools and teachers should do to increase equity and success for students in Wisconsin. Instead, it shines a light on the many ways our educators work to support students in the state and, we hope, offers insights into where we might do better.
- Published
- 2020
10. Addressing the Needs of Students Experiencing Homelessness during the COVID-19 Pandemic: Highlights from the Alameda, Contra Costa, San Mateo, Santa Clara, and Solano County Offices of Education Bay Area Geographic Leads Consortium. White Paper
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Center to Improve Social and Emotional Learning and School Safety at WestEd and Berliner, Bethann
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This report, commissioned by the Bay Area Geographic Leads Consortium, explores how five county offices of education and local school districts pivoted to reach, teach, and support the holistic needs of students experiencing homelessness during the COVID-19 pandemic. The report documents the rising number of students experiencing homelessness as well as the causes and consequences of childhood homelessness. It also describes how educators faced unique challenges and creatively found solutions to educating students without a stable home or an appropriate place to attend school remotely. Each county offers promising examples of ways to provide instruction and learning supports to students without homes and meaningful ways to deliver urgently needed social-emotional, mental health, and well-being assistance to students and families, including meeting basic needs such as food and shelter. The report also describes innovative ways that the counties addressed technology and connectivity gaps that resulted from the shift to distance learning and collaborated with community-based partners.
- Published
- 2021
11. Practitioners' Recommendations to Improve the Academic Success of Economically Disadvantaged Students in Wisconsin. WCER Working Paper No. 2020-13
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Miesner, H. Rose, Packard, Chiara, Laemmli, Taylor, and MacGregor, Lyn
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Although policymakers generally appreciate the value of crafting policies that are responsive to teacher and principal voice, doing so in a systematic way is challenging. Educator voices in the room when policies are made are often those of teachers and principals closest to policymakers. In 2019, to broaden the range of educator voices available to policymakers in Wisconsin, we asked more than 2,200 teachers and 700 principals in public schools in Wisconsin how "they" would change policy to improve the academic success of economically disadvantaged students. In total, 1,559 teachers and 601 principals offered suggestions for changing policy across four categories: school level--academic, student level, school level--non-academic, and community level. Though we saw variation in responses based on percent of student body eligible for free and reduced-priced lunch, grade levels served (elementary, middle, high school) and community type (city, suburb, town, rural), many responses appear with similar frequency among practitioners across contexts--indicating promise for making broader changes that impact all schools.
- Published
- 2020
12. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
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Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
- Published
- 2020
13. A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
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Statistics Canada, Davidson, Jordan, and Arim, Rubab
- Abstract
Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
- Published
- 2019
14. Understanding eating behaviours, mental health and weight change in young adults: protocol paper for an international longitudinal study.
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Whatnall M, Fozard T, Kolokotroni KZ, Marwood J, Evans T, Ells LJ, and Burrows T
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- Cross-Sectional Studies, Feeding Behavior, Humans, Longitudinal Studies, Pandemics, Young Adult, COVID-19, Mental Health
- Abstract
Introduction: Understanding the complexities of change in eating behaviours, mental health, well-being and weight is crucial to inform healthcare and service provision, particularly in light of the exacerbating effects of the COVID-19 pandemic. This study aims to address the need for more comprehensive cross-sectional and longitudinal evidence, by tracking eating behaviours, mental health, health related behaviours and weight over a 12-month period, in a sample of young adults (18-35 years) in the UK and Australia., Methods and Analysis: Online surveys administered via the Prolific online research platform will be used for data collection at baseline, 6 months and 12 months. The survey (approximately 45 min) measures demographics, the impact of COVID-19, body mass index (BMI), weight management and health service usage, eating behaviours, personality, mental health, and health-related behaviours. An optional substudy component at each time point aims to validate self-reported weight in the main survey through images. Study inclusion criteria are; aged 18-34 years at baseline, BMI ≥20 kg/m
2 , and residing in the UK or Australia. A target of 500 participants at baseline was set, recruited through Prolific, and with recruitment stratified by BMI, sex and country. The proposed analyses include creating static predictive models using baseline data (eg, using latent class analysis, factor analysis or similar), and mapping changes longitudinally (eg, using multivariate regressions). These analyses will enable changes in the study measures to be identified, as well as predictors and outcomes of change., Ethics and Dissemination: Ethical approval was granted by Leeds Beckett University, UK (reference number 86004) and the University of Newcastle, Australia (reference number H-2022-0110). Study findings will be disseminated through scientific journals, conferences, institute websites and social media, and briefings tailored to policy, practice and the public, with the intention to help inform the future development of health and well-being care and support for young adults across Australia and the UK., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)- Published
- 2022
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15. Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
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Statistics Canada, Arim, Rubab, and Frenette, Marc
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The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
- Published
- 2019
16. Digital use of standardised assessment tools for children and adolescents: can available paper-based questionnaires be used free of charge in electronic format?
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Cottin M, Blum K, Konjufca J, Quevedo Y, Kaaya S, Behn A, Schmeck K, Sharp C, and Zimmermann R
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- Adolescent, Child, Electronics, Humans, Surveys and Questionnaires, Mental Health, Poverty
- Abstract
Question: Most adolescents live in low- and middle-income countries (LMIC), and about 10% of them face mental problems. The mental health provision gap in low- and middle-income countries could be addressed by evidence-based practices, however costs are implementational barriers. Digitalization can improve the accessibility of these tools and constitutes a chance for LMIC to use them more easily at a low cost. We reviewed free and brief evidence-based mental health assessment tools available for digital use to assess psychopathology across different domains in youth., Methods: For the current study, instruments from a recent review on paper-based instruments were re-used. Additionally, a systematic search was conducted to add instruments for the personality disorder domain. We searched and classified the copyright and license terms available from the internet in terms of free usage and deliverability in a digital format. In the case that this information was insufficient, we contacted the authors., Results: In total, we evaluated 109 instruments. Of these instruments, 53 were free and digitally usable covering 11 mental health domains. However, retrieving information on copyright and license terms was very difficult., Conclusions: Free and digitally adaptable instruments are available, supporting the strategy of using instruments digitally to increase access. The instrument's authors support this initiative, however, the lack of copyright information and the difficulties in contacting the authors and licence holders are barriers to using this strategy in LMIC. A comprehensive, online instrument repository for clinical practice would be an appropriate next step to make the instruments more accessible and reduce implementation barriers., (© 2022. The Author(s).)
- Published
- 2022
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17. Supporting Students Facing Mental Health Challenges. CRLT Occasional Paper No. 38
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University of Michigan, Center for Research on Learning and Teaching (CRLT), Collette, Karishma, Armstrong, Sara, and Bean, Christine Simonian
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University life is widely publicized as an adventure--a chance to engage with new ideas, people, and opportunities. While these vibrant interactions can be part of the college experience, participation in a competitive, high-stakes academic environment like University of Michigan (U-M) can pose very real challenges. Students must learn to navigate campus norms and culture, meet rigorous academic expectations, and manage financial, social, and personal pressures. Navigating these often-competing demands can create or exacerbate mental health concerns and jeopardize student well-being. In addition to these general complexities, individuals who hold identities that are marginalized in U.S. higher education spaces (e.g., students of color, LGBTQ+ students, undocumented students, students from low income families, international students) face additional burdens: emotional stress and labor arising from daily microaggressions, taunting, harassment, or worse. Mental health challenges are a common concern for students at U-M. Findings from the National Alliance on Mental Health's report "College Students Speak" (Gruttadaro & Crudo, 2012) show that 64% of students who have dropped out of college connect their departure to a mental health concern. In recent years, U-M's Counseling and Psychological Services unit (CAPS) has seen a surge in demand for its services. Their 2016-17 annual report highlights that service requests have nearly quadrupled since 2010, with an average increase of 5% per year that significantly exceeds U-M's annual increase in enrollment. In 2017-18, this annual increase continued with CAPS reporting a 6.7% increase from the previous academic year. The growth in demand for services, though alarming enough in its own right, is likely to be an underestimate of the actual incidence of mental health distress experienced by U-M students. Students may not access counseling support due to stigma surrounding mental health issues. They might also choose not to seek support via formal mechanisms because of cultural norms related to their identities or because of an actual or perceived lack of support professionals who share relevant identities. Both U-M students and instructors have identified a need for instructors to respond knowledgeably and compassionately to student mental health concerns. This Occasional Paper is designed to assist instructors in developing their capacity to support and assist students experiencing mental health concerns. It will introduce them to role-appropriate strategies to facilitate positive academic and health outcomes for their students, and shares strategies for proactively supporting student well-being. The paper presents principles that can proactively shape interactions with students who disclose a mild to moderate level of distress and distills best practices for responding to students experiencing severe distress.
- Published
- 2018
18. The Effect of SNAP and the Broader Safety Net on Mental Health and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-04
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University of Kentucky Center for Poverty Research (UKCPR), Schmidt, Lucie, Shore-Sheppard, Lara, and Watson, Tara
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Previous literature documents a strong relationship between food insecurity and mental health, and also examines the impact of safety net programs on food insecurity. However, little is known about the intersection between mental health, safety net participation, and food insecurity. In this research, we use a multi-program safety net calculator (including cash, food, and health insurance programs) and data from the National Health Interview Survey and the Current Population Survey to examine the effects of safety net generosity on food insecurity and mental health for single mother families. We examine four research questions. First, does state safety net generosity affect self-reported participation in safety net programs? Second, does mental health affect participation in safety net programs, conditional on generosity? Third, does more generous cash and food assistance affect mental health? And finally, how effective is the safety net in reducing food insecurity in the presence of mental health issues? We find that state-level safety net generosity does predict self-reported participation, and that conditional on generosity, those with mental health issues are significantly more likely to participate in safety net programs. More generous cash and food assistance is protective of maternal mental health, but results are somewhat sensitive to the measure of mental health examined. Finally, we find no effect of the safety net on 30-day food insecurity. These results have important implications for the effectiveness of safety net programs for some of the most vulnerable members of society: low-income mothers suffering from mental health challenges and their children.
- Published
- 2018
19. Transition to Adulthood: Dynamics of Disability, Food Security, Health, and SNAP Participation. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-01
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University of Kentucky Center for Poverty Research, Guo, Baorong, Huang, Jin, and Porterfield, Shirley L.
- Abstract
Young adults face enormous economic, social and psychological challenges when they transition into adulthood. This transition can be especially overwhelming and daunting for young adults with disabilities. Among the challenges young adults with disabilities are faced with are greater risk of low food security and barriers to healthcare. This study examines how the transition to adulthood may affect food security, health, and access to healthcare for youth with disabilities, and estimates the effects that SNAP has on this group in those turbulent years. The study used five years of data (2011-2015) from the National Health Interview Survey (NHIS). We combined the public and restricted NHIS data with the state SNAP policy variables. The sample included low-income individuals ages 13-25 (and their families) to reflect the life stage from pre-transition, to transition, and then to post-transition. Analyses were conducted at the Census Research Data Center in Columbia, MO. A difference-in-difference (DID) approach in linear models was applied to compare individuals with and without disabilities regarding changes in food security status and their health-related outcomes in the transition to adulthood. State SNAP policy variables were used as exogenous instruments to estimate the effects of SNAP participation on food security and health/healthcare use for youth and young adults with disabilities in the models of instrumental variables. Below is a summary of the main findings in which youth are referred to as individuals under 18, and young adults are referred to as individuals ages 18 to 25. (1) Compared to those without disabilities, individuals with disabilities have a greater risk of low food security in both childhood and young adulthood; (2) Transition into adulthood results in greater food security for individuals without disabilities but an increased risk of low food security for individuals with disabilities. The increased risk for young adults with disabilities may well put them at very low food security, the most severe category on the food security scale; (3) Food security status is associated with health and access to healthcare for all the four groups, youth and young adults, with or without disabilities. However, the associations between low food security and health-related outcomes do not seem to vary by disability status for young adults, indicating the additional risk of low food security that young adults with disabilities experience does not correlate with their health-related outcomes; (4) Contrary to our expectation, SNAP participation does not seem to have statistically significant effects on food security and health-related outcomes for individuals with disabilities. These impacts, although insignificant, show expected directions (i.e., improving food security and health) that are different from those often found in the OLS estimation that does not address the selection bias; and (5) SNAP participation is a statistically significant predictor of youth's food security status measured by the food security raw score only, but not the other three food security measures. SNAP participation appears to have greater impacts for youth than for young adults. In other words, the protective effects of SNAP decrease for young adults perhaps because they encounter greater barriers accessing SNAP than when they were young. The study's limitations are closely examined with a focus on the constraints that we had in the DID analysis and the IV analysis. We also suggested directions for future research. Since food security likely has a profound impact on the long-term development, economic independence, and self-sufficiency, we discussed a few policy strategies that may help individuals with disabilities in their transition to adulthood. These include special outreach services to improve SNAP accessibility, an embedded alert system that serves to bring awareness of a SNAP participant's upcoming transition to adulthood, incorporation of nutrition assistance in transition planning for youth, and better coordination of multiple public programs.
- Published
- 2018
20. Editorial Comment: Papers from the International Consortium for Mental and Social Health in Musculoskeletal Care.
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Ring D and Vranceanu AM
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- Congresses as Topic, Humans, Mental Health, Musculoskeletal Pain psychology, Musculoskeletal Pain therapy, Pain Management methods
- Abstract
Competing Interests: Each author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research® editors and board members are on file with the publication and can be viewed on request.
- Published
- 2022
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21. Enhancing Lives via Interdisciplinary Translational Science (EnLITS): A Circumplex Model for the Social-Behavioral-Educational Fields. CYFS Working Paper 2016-1
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University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), Sheridan, Susan M., DiLillo, David, Hansen, David J., DeKraai, Mark, Koenig-Kellas, Jody, Swearer, Susan M., and Lorey A. Wheeler
- Abstract
According to the National Institutes of Health, "Translational research includes …the process of applying discoveries generated during research in the laboratory, and in preclinical studies, to the development of trials and studies in humans… [and] research aimed at enhancing the adoption of best practices in the community. Following this tradition, this paper defines translational research in the Social-Behavioral-Educational (SBE) sciences as the recursive, bidirectional process of integrating scientific knowledge and research-based discoveries into community and societal practices and policies. Because there is a woeful lack of understanding about the science of translation, or how this very difficult work happens. Little is actually known about the strategies, structures, and processes of translational research that influence the capability and probability of diverse researchers from distinct disciplines collaborating effectively to solve significant social, behavioral, educational, and mental health problems. Barriers such as discipline-centric terminologies, traditional methodological approaches, time constraints, and narrowly conceived and executed dissemination strategies are significant. To accelerate the transmission of knowledge across the spectrum of theory, experimentation, implementation and diffusion, an augmented translational research approach specific to the SBE sciences is needed. The specific aims of this initiative are two-fold. First, the initiative will uncover various aspects (phases and processes) of translation that are most effective in addressing a range of significant social, behavioral, educational and mental health challenges plaguing society. Second, the knowledge gained about the science of translation will be applied to ameliorate specific social, behavioral, educational, and mental health problems by targeting specific substantive issues in these areas that impede individual, familial, social, and societal health. Through advanced understanding of the mechanisms by which meaningful integration of researchers from multiple disciplines and across the basic, applied, community and policy spectrum occurs, translational researchers will provide critical core support to augment the efficient translation around targeted SBE research. Relatedly, structures developed as a product of this initiative will serve as a hub to inform significant training, practice and policy advances among researchers in the SBE sciences. [Development of this white paper was completed with partial support from the University of Nebraska-Lincoln Office of Research and Economic Development (ORED).]
- Published
- 2016
22. Extended Paper: Reconceptualising Foundational Assumptions of Resilience: A Cross-Cultural, Spatial Systems Domain of Relevance for Agency and Phenomenology in Resilience
- Author
-
Downes, Paul
- Abstract
This article seeks to amplify Bronfenbrenner's (1979) concerns with concentric structured, nested systems and phenomenology, for Ungar's (2012) extension of resilience to systems based on Bronfenbrenner's (1979, 1995) socio-ecological paradigm. Resilience rests on interconnected assumptions regarding space, agency and system blockage, as well as the role of individual phenomenological dimensions. This article proposes a specific model of dynamic spatial systems of relation to underpin agency and phenomenology in resilience, building on a reinterpretation of Lévi-Strauss' (1962, 1963, 1973) cross-cultural observations of contrasts between concentric and diametric spatial systems; space is a key bridge between material, symbolic and interpersonal domains of relevance for resilience. Agency in resilience is interpreted in terms of movement between concentric and diametric spatial systems at social and school microsystem levels, as well as for individual phenomenology. Space is not just an object of analysis but an active constituent part of educational and developmental processes pertaining to resilience, as a malleable background contingent condition for causal trajectories. This framework of spatial-relational agency shifts focus for resilience from bouncing back into shape, towards transition points in space, moving from diametric spaces of splitting to concentric spatial relations of assumed connection across different system levels.
- Published
- 2017
23. Teenage parents and their children—position paper of the European academy of paediatrics and the European confederation of primary care paediatricians
- Author
-
José Fontoura-Matias, Davit George Chakhunashvili, Sian Copley, Łukasz Dembiński, Agnieszka Drosdzol-Cop, Adamos Hadjipanayis, Laura Reali, and Artur Mazur
- Subjects
adolescents ,medical care ,mental health ,pregnancy ,family ,Pediatrics ,RJ1-570 - Abstract
IntroductionTeenage parenthood presents multifaceted implications, affecting adolescent parents, their children, and extended families. Despite a decrease in teenage pregnancy rates across Europe, the phenomenon continues to present significant challenges, impacting not only the adolescent parents but also their offspring and extended families.MethodsA comprehensive literature review was conducted. Key factors influencing teenage pregnancies, including socioeconomic background, family structure, and access to sex education and contraception, were examined. This review was supplemented by expert opinions from the European Academy of Paediatrics (EAP) and the European Confederation of Primary Care Paediatricians (ECPCP).ResultsThe triad of mother, father, and child presents individual distinct healthcare needs and vulnerabilities, highlighting the importance of specialized support and healthcare. This paper explores the psychological, social, and educational repercussions of teenage parenthood on both parents and their children, including higher risks of postpartum depression, school dropout, and repeat pregnancies. Furthermore, it underscores the critical role that paediatricians and primary care providers play in supporting these young families.DiscussionThe position paper advocates for comprehensive care for adolescent parents and their children. It recommends preventive measures such as proper sex education and access to contraception to reduce unplanned teenage pregnancies. Additionally, it emphasizes the need for specialized healthcare and support for teenage parents to address their unique challenges and improve outcomes for both parents and their children.
- Published
- 2024
- Full Text
- View/download PDF
24. European Forum for Primary Care: Position Paper for Primary Care Mental Health.
- Author
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Smit D, Hill L, Walton I, Kendall S, and de Lepeleire J
- Subjects
- Delivery of Health Care, Health Personnel education, Health Promotion, Humans, Mental Health, Primary Health Care
- Abstract
There is a need for a paradigm shift across mental health in primary care to improve the lives of millions of Europeans. To contribute to this paradigm shift, the European Forum for Primary Care (EFPC-MH) working group for Mental Health, produced a Position Paper for Primary Care Mental Health outlining 14 themes that needed prioritizing. These themes were developed and discussed interactively during the EFPC conferences between 2012 and 2019. The Position Paper on Mental Health gives direction to the necessary improvements over the next ten years. The themes vary from preferable healthcare model to the social determinants highlighting issues such as inequalities. The Statement of Mental Health in Primary Care will be established in cooperation with fellow organizations.
- Published
- 2020
- Full Text
- View/download PDF
25. Exploring COVID-19's Impact on Undergraduate Nursing Students
- Author
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Riley Martens, Mary Hou, Susan Isherwood, and Colleen Cuthbert
- Abstract
The researchers aimed to assess the effects of the COVID-19 pandemic on nursing education through semi-structured interviews with undergraduate nursing students. The researchers explored themes related to online education, clinical placements, and mental health. Findings revealed that the sudden shift to online learning caused increased stress, and decreased confidence. Clinical placements were affected, leading to missed time and altered learning experiences. Mental health suffered as students faced stressors and challenges brought on by the pandemic. These interviews elucidate the challenges faced by nursing students during the COVID-19 pandemic and provide valuable information for future planning in nursing education during crises. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
- Published
- 2024
26. Dealing with a Nightmare Situation -- Teachers in English Schools and Trans/Gender Distressed/Gender Dysphoria Students
- Author
-
Gillian L. S. Hilton
- Abstract
This paper discusses the responses of schools and teachers in England and some other developed countries to Trans children, that is, those who feel that their assigned sex at birth was not correct. These children may be defined as Trans, that is wanting to change their assigned sex, or in other ways, such as having gender distress or dysphoria, or not being cisnormative which is, accepting one's sex assigned at birth. Recent years have seen a steady increase in the numbers of school children concerned about their birth assigned sex, presenting numerous problems. These include areas such as toilet facilities, changing rooms, sports studied, clothing, names and the use of pronouns and how to allot sleeping accommodation on a school journey. Parents in many cases are very concerned over schools' reactions, which have included schools agreeing to allow social transitioning without informing parents, ignoring the safeguarding instructions to schools, that parents must be informed of physical or mental health issues a child discloses. In addition, parents and schools can be at odds, with how schools should respond. In England, teachers have been waiting for guidance from the DfE on this matter since 2018, but this was not produced for schools until the end of 2023 for consultation, leaving schools to make individual decisions on actions. Comparisons are made with how schools in other developed countries have responded to this challenge and a small group of teachers in England, were asked to express their personal views on this subject and how it had affected their role in school. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
27. School Counsellors in England, Tackling a Children's Mental Health Crisis
- Author
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Gillian L. S. Hilton
- Abstract
This paper explores the current provisiom and roles of school counsellors in England's schools. Government interventions are discussed and the ongoing problems with the deteriorating mental health of children and adolescents, caused by social pressures, and then the Covid 19 pandemic, addressed. The numbers of counsellors available has risen, but is in no way equal to the provision in other countries and the response of the National Health Service (NHS) is also under severe pressure. Attitudes of parents, teachers and young people to counselling are explored, together with the wide-ranging qualifications and duties required of counsellors in England's schools. The conclusion is that the change of attitude by government towards counselling in schools, is still too little and too late. as many children have no access to in-school help with mental issues, or teachers the support they need to understand the mental health problems affecting children in their classes. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
28. Principles of patient and public involvement in primary care research, applied to mental health research. A keynote paper from the EGPRN Autumn Conference 2017 in Dublin.
- Author
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Howe A
- Subjects
- Biomedical Research, Family Practice, Humans, Community-Based Participatory Research, Mental Health, Patient Participation, Primary Health Care
- Abstract
Clinical research relies on patients being willing to participate in research projects, and making this possible for patients with mental health problems can be a particular challenge. In the modern era, many countries have seen a movement to give a stronger voice to patients both in choices around their care and in how research is conducted. How to achieve effective patient and public involvement (PPI) and to make the patients real partners in this effort is itself a subject of research evaluation. This opinion piece-based on a keynote lecture given at the European General Practice Research Network 2017 autumn meeting in Dublin-describes both the reasons for expanding PPI, how it can usefully be achieved, and how this may relate to the particular context of mental health. There can be moral, methodological or policy reasons for PPI. The three commonest models of good practice in PPI are the 'one off,' the 'fully embedded' and the 'outreach' models. In research into common mental health problems in family practice, 'outreach' approaches that minimize commitment over time may work best. 'Expert patients' from mental health charities can sometimes play this role. PPI may be challenging and involve extra effort, but the gains for all may be considerable. Wonca Europe networks including EGPRN can extend this message and findings.
- Published
- 2018
- Full Text
- View/download PDF
29. The Role of CALL in the Ecology of Language Teachers' Well-Being and Professional Development
- Author
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Nguyen, Dinh Thien Bao
- Abstract
While previous studies have established the significance of CALL (Computer-Assisted Language Learning) in language education, the extent to which CALL influences language teachers' well-being and their professional development has not yet been fully understood. This echoes Dörnyei's (2018) argument that although language teachers are the most important factors in learners' success, their contributions have not been considered sufficiently. As such, this short paper presents an ongoing mixed-methods project investigating Vietnamese and Japanese language teachers' well-being and the role of CALL in the ecology of language teaching at both personal and work levels using Bronfenbrenner's (1979) ecological system framework. The primary method is the grounded theory analysis and preliminary results from Vietnamese teachers' semi-structured interviews which have shown the importance of CALL in language teachers' well-being's ecology. Also, the role of the community of practice has also emerged as an informal support in language teachers' ecological well-being system. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
30. Comparative Analysis of Students' Views of Online Learning in the First and Second COVID-19 Semesters: Examples from Türkiye, Poland, Republic of North Macedonia, and Bosnia and Herzegovina
- Author
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Hatipoglu, Çiler, Gajek, Elzbieta, Delibegovic Džanic, Nihada, and Milosevska, Lina
- Abstract
The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
31. A Silent Revolution Is Unfolding and the Weapon Is Collaborative Leadership
- Author
-
Amy Sarah Padayachee
- Abstract
The preponderance of literature associated with school violence illuminates the severity of its manifestation in schools both nationally and internationally. The impact of school violence on students' physical and emotional well-being cannot be understated as this is commensurate with student academic achievement. The South African Government's National Development Plan 2030 identifies the improvement of the quality of public services as critical to achieving transformation. It is germane to then consider how an education system entrenched in a long-standing history of violence can be adopted in an agenda of transformation. In his 2023 State of the Nation Address, President Cyril Ramaphosa stated: "Schools must be safe and allow for effective learning and teaching". Behind this pronouncement, is a silent revolution unfolding. South African schools, now nearly three decades into democracy, are focusing on collaborative leadership to contribute meaningfully to the redress of violence in school environments and move toward trauma-informed practices. A study comprising 121 schools in South Africa reveals that school management teams are employing collaborative leadership to address such behaviours. Underpinned by the Collaborative Leadership Theory, this mixed methods research design investigates how collaborative leadership is employed by educational practitioners to address school violence in 21st century classrooms. The results of this study have the potential to offer an approach towards addressing school violence in South African schools, despite the complexities of an education system stemming from a violent past which remains evident in South African classrooms today. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
32. 360,000 to lose DWP benefits under new rules published today; Work and Pensions Secretary Mel Stride is expected to publish a green paper on Monday
- Subjects
Mental health ,Welfare reform ,Pensions ,General interest ,News, opinion and commentary - Abstract
Byline: By, Neil Shaw People suffering from depression or anxiety will lose access to sickness benefits as part of the Government's major welfare reforms, according to reports. Ministers will propose [...]
- Published
- 2024
33. The impact of COVID-19 lockdowns on mental health patient populations in the United States.
- Author
-
Ferwana I and Varshney LR
- Subjects
- Humans, United States epidemiology, Female, Pandemics prevention & control, Communicable Disease Control, Hospitals, Psychiatric, Mental Health, COVID-19 epidemiology, COVID-19 prevention & control
- Abstract
During the start of the COVID-19 pandemic in 2020, lockdowns and movement restrictions were thought to negatively impact population mental health, since depression and anxiety symptoms were frequently reported. This study investigates the effect of COVID-19 mitigation measures on mental health across the United States, at county and state levels using difference-in-differences analysis. It examines the effect on mental health facility usage and the prevalence of mental illnesses, drawing on large-scale medical claims data for mental health patients joined with publicly available state- and county-specific COVID-19 cases and lockdown information. For consistency, the main focus is on two types of social distancing policies, stay-at-home and school closure orders. Results show that lockdown has significantly and causally increased the usage of mental health facilities in regions with lockdowns in comparison to regions without such lockdowns. Particularly, resource usage increased by 18% in regions with a lockdown compared to 1% decline in regions without a lockdown. Also, female populations have been exposed to a larger lockdown effect on their mental health. Diagnosis of panic disorders and reaction to severe stress significantly increased by the lockdown. Mental health was more sensitive to lockdowns than to the presence of the pandemic itself. The effects of the lockdown increased over an extended time to the end of December 2020., (© 2024. The Author(s).)
- Published
- 2024
- Full Text
- View/download PDF
34. Paper Patients: When Documents Stand in for Patients
- Author
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David Ansari
- Subjects
apprenticeship ,documents ,uncertainty ,mental health ,immigration ,Anthropology ,GN1-890 ,Medicine (General) ,R5-920 - Abstract
This article analyses a seemingly mundane feature of a mental health centre for immigrants and refugees in Paris: the documents used by budding therapists undertaking their apprenticeships. Supervisors developed these documents in order to train therapist apprentices to learn the explanatory models of patients, identify the voice of patients, and incorporate medical anthropology into their therapeutic practice. The documents were central to the experiences of therapist apprentices because they occupied most of their time and were a substitute for supervision and patient contact. Documents disciplined the speech of therapist apprentices and focused their attention on specific aspects of patients’ histories. Therapist apprentices found these documents and documentary practices to be problematic because they reduced patients’ complex migration and medical histories to a series of tick boxes and short answers. These documents generated new forms of uncertainty among therapist apprentices about how to present clinical information about patients to their supervisors. This article is part of a larger study that considers mental health services for immigrants and refugees as communities of practice in which therapist apprentices learned to develop clinical and caring skills for vulnerable patient populations. By drawing on and contributing to scholarship on apprenticeship, uncertainty, documents, and bureaucracy, this article demonstrates how bureaucratic processes and documentary artefacts may generate unnecessary forms of uncertainty and hinder participation in communities of practice.
- Published
- 2022
- Full Text
- View/download PDF
35. Curricular Content for Pupils' Mental Health
- Author
-
Ebadi, Seyed Hossein, Keshtiaray, Narges, Aghaei, Asghar, and Yousefy, Alireza
- Abstract
Present-day curricular designs have to take the pupils' psychological needs in account, thus becoming melodies of mental health and happiness for the next generation. Emphasizing the findings from previous investigations using the research synthesis methodology, the present study has been conducted aiming at achieving some integrative knowledge under the inclusive title of "Mental Health Improvement-based Curricular Content." Goal-oriented homogeneous sampling method was applied in order to select 100 research papers from Iranian scholars on the subject of pupils' mental health improvement using accredited databases between 2005 and 2016. Data analysis using open subject coding encompassing three stages, namely open, axial, and selective coding, indicated that a curriculum with contents in two overall categories of mental health literacy (optimism and positive thinking; socialization; monotheistic life; happiness; self-efficacy; self-awareness and self-actualization & …) and mental health skills (emotions management, interpersonal communication, critical thinking, adaptability, tolerance, and finally & …) has to be designed in order to improve the pupils' mental health.
- Published
- 2016
36. Recognizing Real Emotions through Inductive Writing Teaching
- Author
-
Li Li
- Abstract
It is of great importance to identify students' negative emotions so as to avoid accidents. However, most of the students with mental problems seldom express their emotions in some ways, which makes it more difficult for the emotion recognition system to obtain the emotional data of these students. To solve the problem of the lack of data acquisition approaches in emotional monitoring of special student groups, this paper proposes a method to obtain students' real emotions based on emotion-induced writing teaching. First, the channel for acquiring emotion data of the special students is established through writing teaching. Second, students are guided to express their emotions through essays by purposeful writing exercises. At last, this paper proposes an emotion calculation method, which comprehensively analyzes a student's real emotion according to the emotions of a group of essays on positive, neutral and negative themes. The experimental results show that the proposed method can obtain students' real emotions effectively and is much better for students with optimistic and pessimistic personalities. [For the full proceedings, see ED639633.]
- Published
- 2022
37. Procurement Of Plasma Sterilizer Consumables, Paper Printer, Tyvek Roll, Chem Indicator Strip
- Subjects
United States. National Institute of Mental Health ,Purchasing ,Mental health ,Business, international - Abstract
Tenders are invited for Procurement of Plasma Sterilizer Consumables, Paper Printer, Tyvek Roll, Chem Indicator Strip. Tender Category: Goods Major organization: National Institute Of Mental Health And Neuro Sciences Address: [...]
- Published
- 2024
38. A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper
- Author
-
Patrizio Paoletti, Michele Pellegrino, and Tal Dotan Ben-Soussan
- Subjects
mental health ,self-awareness ,emotional intelligence ,wellbeing ,EEG ,Quadrato Motor Training ,Neurosciences. Biological psychiatry. Neuropsychiatry ,RC321-571 - Abstract
Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health.
- Published
- 2023
- Full Text
- View/download PDF
39. The Contribution of Safe Parks to School Safety: Lessons from the Thari-Programme
- Author
-
Roelf Reyneke
- Abstract
Unsafe and violent schools are a widespread problem in South Africa. This paper argues that Adverse Childhood Experiences (ACEs) contribute to this phenomenon. While various individual and community-level interventions to address ACEs have been reported on, the contribution of safe parks towards preventing school violence has not yet been explored. To support schools in dealing with violence, the Adopt-a-School Foundation introduced a pilot project at eight schools in Botshabelo in the Free State Province. The programme included psychosocial support services, establishing safe parks, and ensuring community involvement. The goal was to improve school communities by creating environments that are empowering, academically effective, gender sensitive and free from violence. Although there are safe parks in communities around South Africa, they are an uncommon sight at schools. This paper reports on the quantitative study conducted on safe parks' contribution to making schools safer and less violent. Results show that safe park activities improve community well-being, including reduced gangsterism, enhanced learner safety, and decreased disciplinary problems. It is recommended that safe parks continue to provide psychosocial services to children at schools and that their programmes be expanded to include more services.
- Published
- 2024
- Full Text
- View/download PDF
40. Mental Health and Wellbeing Promotion and Support: Education Leaders' Perceptions and Experiences
- Author
-
Maria Pace and Claudette Portelli
- Abstract
Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.
- Published
- 2024
41. Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: position paper and future directions
- Author
-
Evelien P. M. Brouwers
- Subjects
Social stigma ,Mental health ,Employment ,Discrimination ,Disclosure ,Common mental disorders ,Psychology ,BF1-990 - Abstract
Abstract Background As yet, little is known about the effects of mental health stigma on sustainable employment. This is surprising, as mental health stigma is common, and because people with severe and common mental disorders are 7 and 3 times more likely to be unemployed, respectively, than people with no disorders. As the global lifetime prevalence of mental disorders is 29%, the high unemployment rates of people with these health problems constitute an important and urgent public health inequality problem that needs to be addressed. Main text The aim of this position paper is to illustrate the assumption that stigma contributes to the unemployment of people with mental illness and mental health issues with evidence from recent scientific studies on four problem areas, and to provide directions for future research. These four problem areas indicate that: (1) employers and line managers hold negative attitudes towards people with mental illness or mental health issues, which decreases the chances of people with these health problems being hired or supported; (2) both the disclosure and non-disclosure of mental illness or mental health issues can lead to job loss; (3) anticipated discrimination, self-stigma and the ‘Why Try’ effect can lead to insufficient motivation and effort to keep or find employment and can result in unemployment; and (4) stigma is a barrier to seeking healthcare, which can lead to untreated and worsened health conditions and subsequently to adverse occupational outcomes (e.g. sick leave, job loss). Conclusions The paper concludes that stigma in the work context is a considerable and complex problem, and that there is an important knowledge gap especially regarding the long-term effects of stigma on unemployment. To prevent and decrease adverse occupational outcomes in people with mental illness or mental health issues there is an urgent need for high quality and longitudinal research on stigma related consequences for employment. In addition, more validated measures specifically for the employment setting, as well as destigmatizing intervention studies are needed.
- Published
- 2020
- Full Text
- View/download PDF
42. A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper.
- Author
-
Paoletti, Patrizio, Pellegrino, Michele, and Ben-Soussan, Tal Dotan
- Subjects
- *
CREATIVE ability in children , *EMOTIONAL intelligence , *WELL-being , *MENTAL health , *CHILDREN'S health , *PERSPECTIVE taking - Abstract
Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
43. From Prison to Business: Entrepreneurship as a Reentry Strategy. Metro Federalism Caucus
- Author
-
Progressive Policy Institute (PPI), Nguyen, Anh, Gavel, Sidney, and Delgado-Medrano, Manu
- Abstract
The United States has the highest incarceration rate in the world, and as many as a third of Americans have some type of criminal record. Upon reentry, individuals with a justice history, whom referred as returning citizens, face significant barriers to economic security and reintegration into their communities. Among the most formidable barriers to reentry are a disadvantaged living environment, low levels of education, mental health challenges, and stigma that excludes them from job opportunities and other resources. All of these factors contribute to a high recidivism rate among returning citizens and make it harder for them to secure employment. Entrepreneurship presents a promising pathway to economic security and reintegration into communities as it requires minimal formal schooling, provides additional income and control over their livelihoods, and has the potential to uplift the often-low-income communities to which these individuals return. While entrepreneurship has great potential to reduce recidivism and promote economic stability, returning citizens have to overcome several hurdles in their entrepreneurship endeavors, ranging from a lack of access to capital, collateral consequences of having a criminal record, a digital skills gap, and limited access to wraparound support services. The paper will highlight two entrepreneurship training initiatives in Missouri and Washington, D.C. [This paper is a collaboration with the Association for Enterprise Opportunity (AEO).]
- Published
- 2023
44. Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper
- Author
-
Entringer, Sonja, Buss, Claudia, and Wadhwa, Pathik D
- Subjects
Reproductive Medicine ,Biomedical and Clinical Sciences ,Perinatal Period - Conditions Originating in Perinatal Period ,Behavioral and Social Science ,Conditions Affecting the Embryonic and Fetal Periods ,Mental Health ,Prevention ,Basic Behavioral and Social Science ,Pediatric ,Aetiology ,2.1 Biological and endogenous factors ,2.2 Factors relating to the physical environment ,Reproductive health and childbirth ,Good Health and Well Being ,Awards and Prizes ,Child ,Child Development ,Disease Susceptibility ,Female ,Fetal Development ,Humans ,Hypothalamo-Hypophyseal System ,Pituitary-Adrenal System ,Pregnancy ,Prenatal Exposure Delayed Effects ,Stress ,Psychological ,Prenatal stress ,Fetal programming ,Development ,Health ,Disease risk ,Medical and Health Sciences ,Psychology and Cognitive Sciences ,Psychiatry ,Biomedical and clinical sciences ,Psychology - Abstract
The long-term consequences of exposure to excess stress, particularly during sensitive developmental windows, on the initiation and progression of many complex, common physical and mental disorders that confer a major global burden of disease are well established. The period of intrauterine life represents among the most sensitive of these windows, at which time the effects of stress may be transmitted inter-generationally from a mother to her as-yet-unborn child. As explicated by the concept of fetal or developmental programming of health and disease susceptibility, a growing body of evidence supports the notion that health and disease susceptibility is determined by the dynamic interplay between genetic makeup and environment, particularly during intrauterine and early postnatal life. Except in extreme cases, an adverse intrauterine exposure may not, per se, 'cause' disease, but, instead, may determine propensity for disease(s) in later life (by shaping phenotypic responsivity to endogenous and exogenous disease-related risk conditions). Accumulating evidence suggests that maternal psychological and social stress during pregnancy represents one such condition that may adversely affect the developing child, with important implications for a diverse range of physical and mental health outcomes. In this paper we review primarily our own contributions to the field of maternal stress during pregnancy and child mental and physical health-related outcomes. We present findings on stress-related maternal-placental-fetal endocrine and immune/inflammatory processes that may mediate the effects of various adverse conditions during pregnancy on the developing human embryo and fetus. We enunciate conceptual and methodological issues related to the assessment of stress during pregnancy and discuss potential mechanisms of intergenerational transmission of the effects of stress. Lastly, we describe on-going research and some future directions of our program.
- Published
- 2015
45. Norway : Join a start-up conference - three white papers, joint efforts
- Subjects
Mental health ,Conferences and conventions ,Psychiatric services ,Business, international - Abstract
Minister of Health and Care Services Ingvild Kjerkol invites the public on Thursday 30 November. November to a joint kick-off conference on the three white papers HO has presented this [...]
- Published
- 2023
46. Evaluating Teaching and Learning in Higher Education Institutions in a Post-COVID Era: A Review
- Author
-
Tsevi, Linda
- Abstract
The COVID-19 pandemic has affected all global spaces. Higher education institutions were not left out of the effect of COVID-19 as it impacted the teaching and learning needs of both faculty members and students. Through a comprehensive literature search, this paper explored teaching and learning in higher education institutions in a post-COVID era as a consequence to the pandemic. This review examined nine databases for peer-reviewed articles and book chapters published between 2020 and 2021 relating to the COVID-19 pandemic and higher education. The search terms used were 'COVID-19', 'blended learning', 'higher education', 'online learning', and 'post-COVID era'. Studies were eligible for inclusion if they related to the aforementioned items. The literature search revealed that higher education institutions in some countries, were least prepared to address the disruption that the pandemic caused especially in terms of availability of technological infrastructure. However, they adapted to the situation by being innovative and using available technological resources, though not without challenges. Further, the review indicated that COVID-19 has legitimized the acceptance of online education in most developing countries where traditional teaching methods have been the most recognized form of teaching and learning. Therefore, there was a need for retraining faculty members and support staff in digital literacy. Some of the teaching and learning methods that were adapted have continued even in the post-COVID era. Higher education in Sub-Saharan Africa, especially, has recognized the need for investment in extensive ICT infrastructure and the adaptation of a blend of face to face and online engagement of students. Varied ways of student assessment and innovative methods of teaching have been adopted. COVID-19 has fast-tracked higher education institutions' digital transformation by expediting the adoption of digital technology. The digital inequality educational divide has also been shown in the post-COVID era among others. [For full proceedings, see ED628982.]
- Published
- 2022
47. The Behavioral Neuroscience of Posttraumatic Stress Disorder (PTSD) and Barriers to Learning
- Author
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Downing, Callie F., Weigle, Rebecca J., and Harrison, Marissa A.
- Abstract
The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell & Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters "survival mode" (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 218-224.]
- Published
- 2022
48. Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: position paper and future directions
- Author
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Brouwers, Evelien P. M.
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- 2020
- Full Text
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49. Navigating the cultural adaptation of a US-based online mental health and social support program for use with young Aboriginal and Torres Strait Islander males in the Northern Territory, Australia: Processes, outcomes, and lessons.
- Author
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Opozda MJ, Bonson J, Vigona J, Aanundsen D, Paradisis C, Anderson P, Stahl G, Watkins DC, Black O, Brickley B, Canuto KJ, Drummond MJN, Miller KF Jr, Oth G, Petersen J, Prehn J, Raciti MM, Robinson M, Rodrigues D, Stokes C, Canuto K, and Smith JA
- Subjects
- Humans, Male, Adolescent, Young Adult, Adult, Northern Territory, United States, Social Media, Australian Aboriginal and Torres Strait Islander Peoples, Native Hawaiian or Other Pacific Islander psychology, Social Support, Mental Health
- Abstract
Background: Despite disproportionate rates of mental ill-health compared with non-Indigenous populations, few programs have been tailored to the unique health, social, and cultural needs and preferences of young Aboriginal and Torres Strait Islander males. This paper describes the process of culturally adapting the US-based Young Black Men, Masculinities, and Mental Health (YBMen) Project to suit the needs, preferences, culture, and circumstances of Aboriginal and Torres Strait Islander males aged 16-25 years in the Northern Territory, Australia. YBMen is an evidence-based social media-based education and support program designed to promote mental health, expand understandings of gender and cultural identities, and enhance social support in college-aged Black men., Methods: Our adaptation followed an Extended Stages of Cultural Adaptation model. First, we established a rationale for adaptation that included assessing the appropriateness of YBMen's core components for the target population. We then investigated important and appropriate models to underpin the adapted program and conducted a non-linear, iterative process of gathering information from key sources, including young Aboriginal and Torres Strait Islander males, to inform program curriculum and delivery., Results: To maintain program fidelity, we retained the core curriculum components of mental health, healthy masculinities, and social connection and kept the small cohort, private social media group delivery but developed two models: 'online only' (the original online delivery format) and 'hybrid in-person/online' (combining online delivery with weekly in-person group sessions). Adaptations made included using an overarching Aboriginal and Torres Strait Islander social and emotional wellbeing framework and socio-cultural strengths-based approach; inclusion of modules on health and wellbeing, positive Indigenous masculinities, and respectful relationships; use of Indigenous designs and colours; and prominent placement of images of Aboriginal and Torres Strait Islander male sportspeople, musicians, activists, and local role models., Conclusions: This process resulted in a culturally responsive mental health, masculinities, and social support health promotion program for young Aboriginal and Torres Strait Islander males. Next steps will involve pilot testing to investigate the adapted program's acceptability and feasibility and inform further refinement., (© 2024. The Author(s).)
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- 2024
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50. Assessing the impact of small firm dynamics on public mental health amid the pandemic in Latin America.
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Díaz F and Henríquez PA
- Subjects
- Humans, Latin America epidemiology, Small Business, Pandemics, Loneliness psychology, Anxiety epidemiology, Depression epidemiology, Depression psychology, Boredom, Public Health, COVID-19 epidemiology, COVID-19 psychology, Mental Health
- Abstract
Objective: The aim of our study is to examine the relationship between the economic activity of small firms and the mental well-being of the population in five Latin American countries in the early stages of the pandemic., Methods: We utilize the search volume of certain keywords on Google Trends (GT), such as "boredom," "frustration," "loneliness," "sleep", "anxiety", and "depression", as an indicator of the well-being of the population. By examining the data from Facebook Business Activity Trends, we investigate how social attention reacts to the activity levels of different economic sectors., Results: Increased business activity is generally associated with reduced levels of boredom, loneliness, sleep problems and anxiety. The effect on depression varies by sector, with positive associations concentrated in onsite jobs. In addition, we observe that strict Non-Pharmaceutical Interventions (NPIs) tend to exacerbate feelings of boredom and loneliness, sleep issues, and anxiety., Conclusions: Our findings suggest a strong association between different indicators of psychological well-being and the level of activity in different sectors of the economy. Given the essential role of small and medium-sized enterprises (SMEs) in generating employment, especially during crises like the pandemic, it is imperative that they remain resilient and adaptable to support economic recovery and job preservation. To accomplish this, policymakers need to focus on providing financial stability and support for SMEs, fostering social support networks within companies, and incorporating mental health services into workplace environments. This comprehensive strategy can alleviate mental health challenges and enhance public health resilience., (© 2024. The Author(s).)
- Published
- 2024
- Full Text
- View/download PDF
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