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School mental health: International perspectives. A/Professor Louise Rowling President Intercamhs International Alliance for Child Mental Health and Schools. Themes. Context and Culture Language, existing workforce Assessing inequities Snapshots of practice Evidence base Quality practice.

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School mental health: International perspectives


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school mental health international perspectives

School mental health:International perspectives

A/Professor Louise Rowling

President Intercamhs

International Alliance for Child Mental Health and Schools

themes
Themes

Context and Culture

Language, existing workforce

Assessing inequities

Snapshots of practice

Evidence base

Quality practice

context and culture
Context and Culture
  • Health and Education
    • Partnerships
      • Why partnerships
      • Challenges in partnerships
      • Youth participation
    • Existing health and education policies, practices and infrastructure
    • Politics
language workforce stigma
Language, workforce & stigma

Careful use of language:

  • Large existing workforce
  • Misinterpretation of mental health as

mental illness

  • Use language of the community and

form links to schools’ core business

  • Avoid labelling young people
slide6

A Snapshot of Policy Disparity within country and across SW Pacific Region

Child mental health promotion and prevention capacity mapping

HDI = Human Development Index (2004) UNDP

snapshots
Snapshots
  • Context: USA some well developed educational services in and out of schools, whole school mental health promotion struggles for funding; breadth and depth in prevention science, but challenges in going to scale
  • Context: Countries with few resources: few if any trained personnel; grappling with chronic physical health problems; no priority.
snapshots8
Snapshots
  • Approaches:
    • resilience
    • social emotional learning, social

emotional and behavioural skills

    • positive psychology, strengths, assets
    • whole school approach, health promoting

schools, healthy schools, safe schools

    • services, interventions
    • at risk, mental ill health

Within a whole school

approach

school mental health promotion
School mental health promotion

Some underpinning conceptual principles

  • Avoid stigmatising
  • Strengths, assets, active engagement, success and hope
evidence based principles for school mental health promotion
Evidence based principles for school mental health promotion
  • take a whole school approach
  • use a social competence approach rather than focusing on specific problem behaviours
  • employ interactive and participatory methodologies
  • involve planned implementation over a number of years
  • engage key partners
  • build core competencies and capacities of participants
  • use comprehensive evaluation strategies that employ evaluation logic models

Jané-Lopis & Barry, 2005

slide11
PLUS

Quality practice criteria:

  • engage the leadership at various levels within the school community;
  • embed prevention interventions within whole school;
  • attention to professional development for school staff;
  • materials and processes that match school practice conditions, realistic and sustainable;
  • collaborative practices within schools and between schools, agencies and parents;
  • allocation of a budget;
  • acknowledgement of the critical role of the local context;
  • building on initiatives already underway in the school or linking with other school priorities.

Rowling & Mason 2007

intercamhs statement on promoting mental health through schools
INTERCAMHS statement on "Promoting Mental Health through Schools"

Supports awhole school approachinvolving effective mental health promotion, intervention and treatment, supported bypolicies, skills forsocial emotional learning, a healthypsycho-social school environmentandaccess to servicesin the school or in the broadercommunity. Encourages thefull participationof teachers, students, families and community agencies, with informed dialogue andcollaborationamong peopleand programmes. Action supported by principlesvaluing diversity and inclusiveness, and practice thatcreatesconditions for empowermentand schoolorganizational development. Evidenceto guide training, policy, research and practice has a critical role.

www.intercamhs.org

slide13
International Alliance for Child and Adolescent Mental Health and Schools

Join online (no fee) at

www.intercamhs.org

 l.rowling@edfac.usyd.edu.au