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Coordinated School Mental Health Programs
This page lists resources that promote the coordination of policies, programs and services in school-based and school-linked promotion of mental health that includes five elments of a coordinated approach; policy, instruction, health services, social support and physical environment.
Research and experience show that when multiple policies, programs and services are delivered in a coordinated way to change the entire ethos/social climate of the school and involve parents and the community, there will be positive impacts on student health, learning and social development. A coordinated, multiple-component strategy would include programs such as classroom instruction to reduce stigma, youth engagement activties, parent involvement, youth mental health services delivered in or near the school, revision of school policies on student disciplne and other types of interventions.
Here are some reports, examples and studies of this coordinated program/multi-component strategy.
Research & Reports on the Topic
Policy Guidelines/Tools
Educational Programs or Guides
Planning Guides or Manuals
Assessment/Evaluation Tools or Criteria
Training Resources (Conferences, Online Training, Training Materials)
Other Web Resources (including other wikis)
Evidence-based mental health promotion resource, (VicHealth, 2006) recognizes the broader determinants that contribute to health. It includes schools as a key setting and in its referenced programs reiterates the need for supportive positive social environments. It includes an overview of the “Schools as Core Social Centres Initiative” which served to strengthen the link between student well being and learning outcomes. The project was recognized as a 2006 National Awarded Project for Quality Schooling.
Butler, H., Bond L., Drew, S., Krelle, A., Seal, I. 2005. Doing It Differently: Improving Young People's Engagement With School. Melbourne: Brotherhood of St Laurence.
Download pdf version
The Center for Mental Health in Schools (http://smhp.psych.ucla.edu/) based at UCLA is an excellent source for background information, research and evidence-based practices related to mental health in schools. Its About Mental Health in Schools Introductory Packet provides an overview of what the term "Mental Health in Schools" means and includes a subset of the Center's resources and documents. Click here to download the entire packet.
Their Annotated "lists" of Empirically Supported/Evidence Based Interventions for School-aged Children and Adolescents Information Sheet” provides a list of lists of empirically supported/evidence based interventions for school aged children and adolescents. Concise explanations of what each list covers, how it was developed, what it contains, and how to access it are included.
The Gateway to a World of Resources for Enhancing MH in Schools is a links "map" that provides quick access to relevant resources on the internet.
Resource Aid Packet on Addressing Barriers to Learning: A Set of Surveys to Map What a School Has and What It Needs includes a set of surveys for 6 program areas and related system needs that constitute a comprehensive, multifaceted, and integrated approach to address barriers and thus enable learning. The areas are (1) classroom-focused enabling, (2) crisis assistance and prevention, (3) support for transitions, (4) home involvement in schooling, (5) student and family assistance programs and services, and (6) community outreach for involvement and support (including volunteers).
Two recent briefs from the Center are noteworthy: "Youth Risk Taking Behavior: The Role of Schools." http://smhp.psych.ucla.edu/pdfdocs/policyissues/risktaking.pdf “The Current Status of Mental Health in Schools: A Policy and Practice Analysis” http://smhp.psych.ucla.edu/pdfdocs/currentstatusmh/currentstatus.pdf
The Opportunity of Adolescence: The Health Sector Contribution (Health Canada, 2000) is an evidence-based informational resource that identifies opportunities for growth where the health sector could, on its own and in collaboration with other sectors contribute to healthy adolescent development, including their mental health. The paper focuses on healthy adolescent development and the need to invest in Canada's youth and work directly with young people to improve their health.
Whole School Approaches to Mental Health
KidsMatter (http://www.apapdc.edu.au/kidsmatter/) is a primary school mental health promotion, prevention and early intervention initiative developed in collaboration with the Australian Government Department of Health and Ageing, beyondblue: the national depression initiative, the Australian Psychological Society, the Australian Principals Associations Professional Development Council (APAPDC) and supported by the Australian Rotary Health Research Fund. The KidsMatter initiative aims to:
The Gatehouse Project (http://www.rch.org.au/gatehouseproject/) is an Australian-based research project aimed at promoting emotional well-being of young people in schools. Its approach includes: links health and education; sits within existing health and education policy frameworks; builds on the work schools are already doing; provides a strong, accessible framework and process which can meet the needs of individual school communities; and has measurable outcomes. It has documented the impact of the school environment on the health and well-being of young people, and the scope of schools to provide a setting that meets the emotional needs of young people. The Project has contributed to a repositioning of health promotion from a welfare concern to a whole school concern. The links between student perceptions of school and health outcomes has demonstrated the interconnectedness of welfare, curriculum and school organizational structures.
The public health significance of this work has been widely recognized, and is being continued through the Adolescent Health and Social Environments Program (http://www.rch.org.au/ahsep. A Canadian adaptation of this project is CORE (Creating Opportunities for Resiliency and Engagement project) based in Calgary. This involves the original Gatehouse investigators alongside Canadian collaborators and seeks to improve, strengthen and re-test the intervention in various ways: first, by focusing on teachers and teacher well being as the starting point; second, by placing greater emphasis on social networks and social inclusion; and third, by targeting depression more vigorously as the primary health outcome.
(For more information on one pilot project within this research program see the related webinar posted at www.safehealthyschools.org.)
This Canadian version is being piloted and facilitated through a collaboration between Southern Alberta Child and Youth Network, Calgary Health Region and Calgary Board of Education; it is being formally evaluated through the University of Calgary under the leadership of Dr. Penny Hawe at the Population Health Intervention Research Centre. Already her team has shown substantial reductions in smoking, alcohol and marijuana use among high school students with the new approach. Dr Hawe is getting community support to help raise the $8m needed for a trial in 60 schools starting in 2008. See www.ucalgary.ca/phirc. An overview of the Gatehouse Project and its featured publications are provided as appendix I.
To help schools identify issues of concern, priorities and feasible starting places, the Gatehouse Project provided each school with: team guidelines to develop an action plan. These guidelines include instruments and processes with to audit current practice and identify gaps under each of the three theme areas and ii) school profiles compiled from student responses to questions in the Gatehouse Project Adolescent Health Survey, which asked about students' perceptions of the school environment.
Research and experience show that when multiple policies, programs and services are delivered in a coordinated way to change the entire ethos/social climate of the school and involve parents and the community, there will be positive impacts on student health, learning and social development. A coordinated, multiple-component strategy would include programs such as classroom instruction to reduce stigma, youth engagement activties, parent involvement, youth mental health services delivered in or near the school, revision of school policies on student disciplne and other types of interventions.
Here are some reports, examples and studies of this coordinated program/multi-component strategy.
Research & Reports on the Topic
- The Gatehouse Project (http://www.rch.org.au/gatehouseproject/) is an Australian-based research project aimed at promoting emotional well-being of young people in schools. Its approach includes: links health and education; sits within existing health and education policy frameworks; builds on the work schools are already doing; provides a strong, accessible framework and process which can meet the needs of individual school communities; and has measurable outcomes. It has documented the impact of the school environment on the health and well-being of young people, and the scope of schools to provide a setting that meets the emotional needs of young people. The Project has contributed to a repositioning of health promotion from a welfare concern to a whole school concern. The links between student perceptions of school and health outcomes has demonstrated the interconnectedness of welfare, curriculum and school organizational structures.
- Ontario Centre of Excellence for Children and Mental Health. School-Based Interventions To Reduce The Stigma Associated With Mental Health Difficulties: An Ongoing Systematic Review: The objective of this work is to systematically review the empirical evidence describing the characteristics and impact of school-based interventions to reduce the stigma associated with mental health difficulties. To be considered relevant, interventions must have been designed for and/or implemented with children and youth (18 years of age and under).
- The UCLA Centre on Schools and Mental Health published a set of better practice guidelines on coordinated MH programs in the school setting. It is attached to this web page. (Go to the bottom of this page)
- The Halton-Public Health Unit has several different programs that are delivered in cooperation with their local school board. One of these programs is the Talking about Mental Health Initiaitve
- MindMatters (http://cms.curriculum.edu.au/mindmatters/) is a resource and professional development program to support Australian secondary schools in promoting and protecting the social and emotional wellbeing of members of school communities.
- The Mental Health Capacity Building in Schools initiative, funded by Alberta Health and Wellness and led by the Alberta Mental Health Board (AMHB), is a partnership involving several organizations, including Alberta Education, Alberta Children’s Services, AADAC, health regions, school divisions, and other community agencies ( http://www.amhb.ab.ca/news/AMHBNews/Press%20Releases/Connecting%20for%20Kids%20Conference.pdf)
Policy Guidelines/Tools
Educational Programs or Guides
Planning Guides or Manuals
Assessment/Evaluation Tools or Criteria
Training Resources (Conferences, Online Training, Training Materials)
Other Web Resources (including other wikis)
- Centre for Mental Health in Schools http://smhp.psych.ucla.edu
for information about the Center or about ENEWS, contact Center Coordinator Perry Nelson or Center Co-Directors Howard Adelman and Linda Taylor at: UCLA School Mental Health Project/Center for Mental Health in Schools
Box 951563, Los Angeles, CA 90095-1563 Phone (310) 825-3634; Toll Free (866) 846-4843; Fax (310) 206-8716
email: smhp@ucla.edu
The recommended film: “Extra Ordinary People” looks at mental health and stigma.
Copies can be ordered by contacting distribution@vtape.org.
www.whitbymentalhealthcentre.ca The research report referred to today and other TAMI documents (click on Community)
TAMI
http://www.halton.ca/health/services/mentalhealth/youth_net_TAMI.htm
Talking about Mental Illness: A Guide for Developing and Awareness for Youth
http://www.camh.net/education/Resources_teachers_schools/TAMI/tami_teachers_part1.pdf
Youth and Mental Illness – Canadian Psychiatric Association
http://publications.cpa-apc.org/browse/documents/20
Centre for Addiction and Mental Health
http://www.camh.net
High school: on the frontline of mental health – Canadian Health Network
http://www.canadian-health-network.ca/servlet/ContentServer?cid=1101055629164&pagename=CHN-RCS%2FCHNResource%2FCHNResourcePageTemplate&c=CHNResource&lang=En
How does youth participation work to improve the health of youth? – Canadian Health Network
http://www.canadian-health-network.ca/servlet/ContentServer?cid=1056728891284&pagename=CHN-RCS%2FCHNResource%2FCHNResourcePageTemplate&c=CHNResource&lang=En
Canadian Mental Health Association
http://www.cmha.ca
Copies can be ordered by contacting distribution@vtape.org.
www.whitbymentalhealthcentre.ca The research report referred to today and other TAMI documents (click on Community)
TAMI
http://www.halton.ca/health/services/mentalhealth/youth_net_TAMI.htm
Talking about Mental Illness: A Guide for Developing and Awareness for Youth
http://www.camh.net/education/Resources_teachers_schools/TAMI/tami_teachers_part1.pdf
Youth and Mental Illness – Canadian Psychiatric Association
http://publications.cpa-apc.org/browse/documents/20
Centre for Addiction and Mental Health
http://www.camh.net
High school: on the frontline of mental health – Canadian Health Network
http://www.canadian-health-network.ca/servlet/ContentServer?cid=1101055629164&pagename=CHN-RCS%2FCHNResource%2FCHNResourcePageTemplate&c=CHNResource&lang=En
How does youth participation work to improve the health of youth? – Canadian Health Network
http://www.canadian-health-network.ca/servlet/ContentServer?cid=1056728891284&pagename=CHN-RCS%2FCHNResource%2FCHNResourcePageTemplate&c=CHNResource&lang=En
Canadian Mental Health Association
http://www.cmha.ca
Evidence-based mental health promotion resource, (VicHealth, 2006) recognizes the broader determinants that contribute to health. It includes schools as a key setting and in its referenced programs reiterates the need for supportive positive social environments. It includes an overview of the “Schools as Core Social Centres Initiative” which served to strengthen the link between student well being and learning outcomes. The project was recognized as a 2006 National Awarded Project for Quality Schooling.
Butler, H., Bond L., Drew, S., Krelle, A., Seal, I. 2005. Doing It Differently: Improving Young People's Engagement With School. Melbourne: Brotherhood of St Laurence.
Download pdf version
The Center for Mental Health in Schools (http://smhp.psych.ucla.edu/) based at UCLA is an excellent source for background information, research and evidence-based practices related to mental health in schools. Its About Mental Health in Schools Introductory Packet provides an overview of what the term "Mental Health in Schools" means and includes a subset of the Center's resources and documents. Click here to download the entire packet.
Their Annotated "lists" of Empirically Supported/Evidence Based Interventions for School-aged Children and Adolescents Information Sheet” provides a list of lists of empirically supported/evidence based interventions for school aged children and adolescents. Concise explanations of what each list covers, how it was developed, what it contains, and how to access it are included.
The Gateway to a World of Resources for Enhancing MH in Schools is a links "map" that provides quick access to relevant resources on the internet.
Resource Aid Packet on Addressing Barriers to Learning: A Set of Surveys to Map What a School Has and What It Needs includes a set of surveys for 6 program areas and related system needs that constitute a comprehensive, multifaceted, and integrated approach to address barriers and thus enable learning. The areas are (1) classroom-focused enabling, (2) crisis assistance and prevention, (3) support for transitions, (4) home involvement in schooling, (5) student and family assistance programs and services, and (6) community outreach for involvement and support (including volunteers).
Two recent briefs from the Center are noteworthy: "Youth Risk Taking Behavior: The Role of Schools." http://smhp.psych.ucla.edu/pdfdocs/policyissues/risktaking.pdf “The Current Status of Mental Health in Schools: A Policy and Practice Analysis” http://smhp.psych.ucla.edu/pdfdocs/currentstatusmh/currentstatus.pdf
The Opportunity of Adolescence: The Health Sector Contribution (Health Canada, 2000) is an evidence-based informational resource that identifies opportunities for growth where the health sector could, on its own and in collaboration with other sectors contribute to healthy adolescent development, including their mental health. The paper focuses on healthy adolescent development and the need to invest in Canada's youth and work directly with young people to improve their health.
Whole School Approaches to Mental Health
KidsMatter (http://www.apapdc.edu.au/kidsmatter/) is a primary school mental health promotion, prevention and early intervention initiative developed in collaboration with the Australian Government Department of Health and Ageing, beyondblue: the national depression initiative, the Australian Psychological Society, the Australian Principals Associations Professional Development Council (APAPDC) and supported by the Australian Rotary Health Research Fund. The KidsMatter initiative aims to:
- Improve the mental health and well-being of primary school students
- Reduce mental health problems among students (eg., anxiety, depression and behavioural problems)
- Achieve greater support and assistance for students at risk or experiencing mental health problems.
The Gatehouse Project (http://www.rch.org.au/gatehouseproject/) is an Australian-based research project aimed at promoting emotional well-being of young people in schools. Its approach includes: links health and education; sits within existing health and education policy frameworks; builds on the work schools are already doing; provides a strong, accessible framework and process which can meet the needs of individual school communities; and has measurable outcomes. It has documented the impact of the school environment on the health and well-being of young people, and the scope of schools to provide a setting that meets the emotional needs of young people. The Project has contributed to a repositioning of health promotion from a welfare concern to a whole school concern. The links between student perceptions of school and health outcomes has demonstrated the interconnectedness of welfare, curriculum and school organizational structures.
The public health significance of this work has been widely recognized, and is being continued through the Adolescent Health and Social Environments Program (http://www.rch.org.au/ahsep. A Canadian adaptation of this project is CORE (Creating Opportunities for Resiliency and Engagement project) based in Calgary. This involves the original Gatehouse investigators alongside Canadian collaborators and seeks to improve, strengthen and re-test the intervention in various ways: first, by focusing on teachers and teacher well being as the starting point; second, by placing greater emphasis on social networks and social inclusion; and third, by targeting depression more vigorously as the primary health outcome.
(For more information on one pilot project within this research program see the related webinar posted at www.safehealthyschools.org.)
This Canadian version is being piloted and facilitated through a collaboration between Southern Alberta Child and Youth Network, Calgary Health Region and Calgary Board of Education; it is being formally evaluated through the University of Calgary under the leadership of Dr. Penny Hawe at the Population Health Intervention Research Centre. Already her team has shown substantial reductions in smoking, alcohol and marijuana use among high school students with the new approach. Dr Hawe is getting community support to help raise the $8m needed for a trial in 60 schools starting in 2008. See www.ucalgary.ca/phirc. An overview of the Gatehouse Project and its featured publications are provided as appendix I.
To help schools identify issues of concern, priorities and feasible starting places, the Gatehouse Project provided each school with: team guidelines to develop an action plan. These guidelines include instruments and processes with to audit current practice and identify gaps under each of the three theme areas and ii) school profiles compiled from student responses to questions in the Gatehouse Project Adolescent Health Survey, which asked about students' perceptions of the school environment.
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