Reading list: Mental health promotion in schools
New Zealand material
International research and reviews
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Note: If you know of any recent research, policy or literature about mental health and wellbeing that we have not included below please email through the details to resource@mentalhealth.org.nz
New Zealand material
Do schools influence student risk-taking behaviors and emotional health symptoms?
Denny SJ, Robinson EM, Utter J, Fleming TM, Grant S, Milfont TL, Crengle S, Ameratunga SN, Clark T. (2011, March). Journal of Adolescent Health, 48(3), 259-67.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/21338897
More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors.
Health and well-being of young people who attend secondary school in Aotearoa, New Zealand: What has changed from 2001 to 2007?
Denny SJ, et al. (2011, 18 January). Journal of Paediatrics and Child Health.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/21244550
Students from 2007 reported good relationships with their families, people in their schools and neighbourhoods. Compared with the 2001 survey, students surveyed in 2007 were more likely to report positive mental health, better nutritional habits and higher levels of physical activity, and were less likely to report using tobacco and marijuana than students in 2001. In addition, the proportion of students who reported significant depressive symptoms and suicidal behaviours had decreased since 2001. However, concerning proportions of students in 2007 reported: binge drinking, experience of physical and sexual abuse, and witnessing violence in their homes.
Youth 2000
(2000 -). Auckland: University of Auckland.
Publications Link http://www.youth2000.ac.nz/publications/reports-1142.htm
See also Youth 2000 reports published in 2007 that include reports focusing on: young Maori, social climate, initial findings, young people and violence and suicide behavior.
Ten going on sixteen: a profile of young New Zealanders in the transition years
(2010, July). Wellington: Ministry of Youth Development, Victoria University Youth Connectedness Project
Full Report http://www.myd.govt.nz/policy-and-research/ten-going-on-sixteen-the-report.pdf
Over the three years between 2006 and 2008, researchers at Victoria University followed three cohorts (ages 10,12 and 14 in 2006) of 1800 New Zealand young people, surveying their relationships with families, friends, schools and communities, and assessing their responses to various measures of health and wellbeing.
Culture and crisis response in New Zealand
Annan, Jean. (2010). Kairaranga, 11(2), 39-47.
The author highlights concerns about the place of culture and context in crisis intervention, including the place of cultural relevance and sensitivity in recovery from traumatic incidents. Refers, by way of illustration, to the practice of three educational psychologists who were involved in responses to separate traumatic events in schools as part of the Ministry of Education Traumatic Incident Team. Overviews crisis response in NZ schools and early childhood settings.
Facilitator, principal and student review of Skylight's Travellers Programme
McCluskey. (2010, February). Wellington: Roy McKenzie Centre for the Study of Families, Victoria University.
Full Report http://www.travellers.org.nz/media/2466/travellers%20review.pdf
For participating students, many reported their initial motivation was the provision of food at the programme. However this shifted to forming relationships with facilitators and participant and learnings from the activities. Many schools supported the continued use of the Travellers Programme, as their perception was it brought a positive change in behaviour and attitudes of those students who attended.
Review of evidence of effectiveness of mental health promotion programmes targeting youth/rangatahi
Ball, J. (2010, March). Report prepared by Judith Ball for the Mental Health Foundation of New Zealand. Wellington: Quigley and Watts Ltd.
Full Report http://www.mentalhealth.org.nz/file/downloads/pdf/file_297.pdf
The author concludes that mental health promotion in young people aged 12-24 is effective, with the evaluations showing that interventions designed to promote young people's social, emotional, behavioural and cognitive development can successfully enhance skills and assets associated with mental wellbeing.
What works in youth development
(2010). Wellington: Ministry of Youth Development.
Webpage http://www.myd.govt.nz/policy-and-research/what-works-in-youth-development.html
The Ministry of Youth Development has a three year programme of work, funding a number of systematic reviews in key areas of youth development. If you would like to be notified when they are released please email mydinfo@myd.govt.nz
Evidence-based, age-appropriate interventions: a guide for child and adolescent mental health services.
(2010. May). 2nd Edition. Auckland: Werry Centre for Child and Adolescent Mental Health Workforce Development.
Full Report http://www.werrycentre.org.nz/site_resources/library/Workforce_Development_Publications/FINAL_EBP_Document_12_May_2010.pdf
This is the second edition of this popular resource, finding that interventions available for the treatment of child and youth with mental health difficulties are varied and many, but very few have been adequately evaluated.
Evaluation of youth one stop shops
(2009, December). Wellington: Ministry of Health.
Full Report http://www.moh.govt.nz/moh.nsf/indexmh/evaluation-of-youth-one-stop-shops
Generally, most young people are healthy. However, between 12 and 24 years of age young people are most likely to be involved in risk-taking behaviours. New Zealand youth have higher rates of mental illness, suicide, teen pregnancy, abortion and suffer more injuries than their counterparts in other Organisation for Economic Co-operation and Development (OECD) countries. Young people access health services in a range of settings, including school-based clinics, general practices, community-based health centres and through mobile and out-reach clinics. Young people are known to ‘snack' or ‘graze' on services according to their present situation and needs.
The importance of failing well: an exploration of the relationship between resilience and academic achievement
Lance, King. (2009). [Thesis]. A thesis submitted for the partial requirements of a degree of Master of Education. Hamilton: University of Waikato.
Thesis Link http://researchcommons.waikato.ac.nz/handle/10289/2807
The students achieving at the highest level were found to display an efficacious, learn-from-mistakes attitude to failure and the underachieving students displayed unhelpful reactions to failure ranging from denial to avoidance to helplessness.
Structured youth development programmes: a review of the evidence
(2009, August). Wellington: Ministry of Youth Development.
Full Review http://www.myd.govt.nz/documents/working-with-young-people/youth-participation-in-decision-making/structured-youth-development-programmes-review-of-evidence-full-report-.pdf
The review draws primarily on existing, published literature about young people, their needs, and how best to intervene with them. New Zealand-based literature is used when available, although most is international, and all is drawn from a range of disciplines. The evidence reviewed demonstrates that effective youth development programmes can have a positive impact on youth development. As it currently stands, however, the evidence does not appear to live up to the considerable enthusiasm that proponents of the youth development field express for it. When done well, the impact of youth development programmes appears positive but modest.
When do the gender differences in rumination begin? Gender and age differences in the use of rumination by adolescents
Jose, P., & Brown, I. (2008) When do the gender differences in rumination begin? Gender and age differences in the use of rumination by adolescents. Journal of Youth and Adolescence, 37(2), 180-192.
Abstract http://www.springerlink.com/content/581n0225813635rp/
Overall, females reported higher levels of stress, rumination, and depression than males. The onset of the gender differences in stress and depression occurred at age 13 years, and for rumination one year earlier at 12 years. Gender moderated the rumination to depression relationship; specifically the association was stronger for females than males.
Unlocking the managing self key competency to develop resiliency in a primary school
Kingston, P. (2007). [Thesis]. A thesis submitted in partial fulfilment of the requirements of the Diploma in Educational Management, University of Canterbury College of Education. Christchurch: University of Canterbury.
Enhancing young people's resilience in a low decile secondary school community
Gledhill, P. (2006). [Thesis]. A thesis submitted for the degree of Master of Arts (Childhood and Youth Studies) of the University of Otago, Children's Issues Centre, Dunedin, New Zealand. Dunedin: University of Otago.
Balancing the forces: a study of the factors that contribute to resilient behaviour in adolescent females at a single-sex girls' secondary school
Batchelor, L. (2005). [Thesis].: A research study submitted in fulfilment of the requirements for Master of Arts degree at the University of Otago, Dunedin, New Zealand. Dunedin: University of Otago.
International research and reviews
Empowering adolescents with life skills education in schools - school mental health program: does it work?
Srikala, B., & Kishore, KK. (2010, October). Indian Journal of Psychiatry. 52(4), 344-9.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/21267369
LSE integrated into the school mental health program using available resources of schools and teachers is seen as an effective way of empowering adolescents.
Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth
Mendelson T, Greenberg MT, Dariotis JK, Gould LF, Rhoades BL, & Leaf PJ. (2010, October). Journal of Abnormal Child Psychology, 38(7), 985-94.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20440550
Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.
The feelings club: randomized controlled evaluation of school-based CBT for anxious or depressive symptoms
Manassis K, Wilansky-Traynor P, Farzan N, Kleiman V, Parker K, Sanford M. (2010, October). Depression & Anxiety, 27(10), 945-52.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20602433
Findings suggest that children with internalizing symptoms may benefit from both school-based CBT and structured activity programs. Replication, longer follow-up, and further studies of therapeutic elements in child CBT are indicated.
School-based prevention of depression: a 2-year follow-up of a randomized controlled trial of the beyondblue schools research initiative
Sawyer MG, Harchak TF, Spence SH, Bond L, Graetz B, Kay D, Patton G, &., Sheffield J. (2010, September). Journal of Adolescent Health, 47(3), 297-304. Epub 2010 Apr 21.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20708570
There was little evidence that a multicomponent universal intervention delivered over a 3-year period reduced levels of depressive symptoms among participating students. Implementing universal interventions to improve student mental health is difficult in school settings that commonly have a crowded agenda of educational and health-related programs. Successful implementation will require programs which are perceived by teachers and students as relevant to educational and learning goals, and which can be effectively delivered in conjunction with other school programs.
Preventing anxiety and promoting social and emotional strength in preschool children: a universal evaluation of the fun friends program
Kristine M Pahl and Paula M Barrett. (2010, July). Advances in School Mental Health Promotion, 3(3), 14-25.|
At 12 month follow up, improvements were found on anxiety, behavioural inhibition and social-emotional competence for children in the intervention group.
Evidence-based programs in school settings: barriers and recent advances
Powers JD, Bowen NK, Bowen GL. (2010, July). Journal of Evidence Based Social Work, 7(4), 313-31.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20799130
This study examined implementation requirements and the availability of program information of 51 school-based intervention programs. Analyses revealed implementation obstacles such as high start-up costs, challenging training and staffing requirements, and a lack of easily accessible information about programs.
Review of internet-based prevention and treatment programs for anxiety and depression in children and adolescents
Calear AL, & Christensen H. (2010, 7 June). Medical Journal of Australia, 192(11 Suppl):S12-4.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20528700
Our findings provide early support for the effectiveness of internet-based programs for child and adolescent anxiety and depression. More extensive and rigorous research is needed to further establish the conditions through which effectiveness is enhanced, as well as to develop additional programs to address gaps in the field.
Systematic review of school-based prevention and early intervention programs for depression
Calear AL, & Christensen H. (2010, June). Journal of Adolescence, 33(3), 429-38. Epub 2009 Jul 31.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/19647310
A large proportion of the programs identified were based on cognitive behavioural therapy (CBT), and delivered by a mental health professional or graduate student over 8-12 sessions. Indicated programs, which targeted students exhibiting elevated levels of depression, were found to be the most effective, with effect sizes for all programs ranging from 0.21 to 1.40. Teacher program leaders and the employment of attention control conditions were associated with fewer significant effects.
Mental health first aid training for high school teachers: a cluster randomized trial
Jorm AF, Kitchener BA, Sawyer MG, Scales H, & Cvetkovski S. (2010, June). BMC Psychiatry, 24, 10, 51.
Full Article http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2908569/?tool=pubmed
Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour.
Ethnic density in school classes and adolescent mental health
Gieling, M., et al. (2010, June). Social Psychiatry and Psychiatric Epidemiology, 45(6), 639-646.
Full Article http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874053/?tool=pubmed
The data revealed that ethnic minority students report higher levels of externalising problem behaviour, but only in classes with a minority of ethnic minority students and not in classes with a culturally diverse composition. This points towards a possible beneficial effect of a more culturally diverse environment for minority students. Majority students appeared to be insensitive for the ethnic density effect. Future studies should investigate the role of the ethnic composition of the school class more in-depth.
Can preschool improve child health outcomes? A systematic review
D'Onise K, Lynch JW, Sawyer MG, & McDermott RA. (2010, May). Social Science and Medicine, 70(9),1423-40. Epub 2010 Feb 12.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20199834
The review found generally null effects of preschool interventions across a range of health outcomes, however there was some evidence for obesity reduction, greater social competence, improved mental health and crime prevention. We conclude that the great potential for early childhood interventions to improve population health across a range of health outcomes, as anticipated by policy makers worldwide, currently rests on a rather flimsy evidence base.
Schools as a setting for promoting positive mental health: better practices and perspectives
(2010). Canada: Joint Consortium for School Health.
Full Report http://eng.jcsh-cces.ca/upload/PMH Better Practices ISBN incl Aug 6.pdf
The first section presents a succinct review of relevant research documents and articles that address key insights related to positive mental health perspectives and practices within a school health context. The next section documents perspectives, and the final section outlines convergent better practices emerging from the literature review and key informant interview findings.
Does school bullying affect adult health? Population survey of health-related quality of life and past victimization
Allison S, Roeger L, & Reinfeld-Kirkman N. (2009, December). Australian and New Zealand Journal of Psychiatry, 43(12),1163-70.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/20001416
Adults commonly reported experiencing bullying while at school and these reports were associated with lower health-related quality of life in adulthood. School bullying needs further investigation as a preventable cause of mental health problems across the lifespan.
School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6-18
Dobbins M, DeCorby K, Robeson P, Husson H, & Tirilis D. (2009). Cochrane Database of Systematic Reviews, Issue 1. Art. No.: CD007651. DOI: 10.1002/14651858.CD007651
Full Review http://www2.cochrane.org/reviews/en/ab007651.html
There is good evidence that school-based physical activity interventions are effective in increasing duration of physical activity, reducing blood cholesterol and time spent watching television and increasing aerobic capacity. These interventions are not effective in increasing the percentage of children and adolescents who are physically active during leisure time, or in reducing systolic and diastolic blood pressure, body mass index, and pulse rate. At a minimum, a combination of printed educational materials and changes to the school curriculum that promote physical activity result in positive effects for four of the nine outcomes.
Increasing the resilience of young people at risk: a literature review
Roberts, F. (2009). Randwick: NSW Centre for the Advancement of Adolescent Health, The Children's Hospital at Westmead, Westmead and Centre for Clinical Governance Research, University of NSW.
Abstract http://www.caah.chw.edu.au/policy/CAAH_policy_literature_report.pdf
A very thorough review with a list of key recommendations including school based initiatives as well as population wide.
Effects of a social development intervention in childhood 15 years later
Hawkins, JD., Kosterman, R., Catalano, RF., Hill, KG., & Abbott, RD. (2008, December). Archives of Paediatrics and Adolescent Medicine, 162(12), 1133-1141.
Abstract http://archpedi.ama-assn.org/cgi/content/abstract/162/12/1133
A universal intervention for urban elementary schoolchildren, which focused on classroom management and instruction, children's social competence, and parenting practices, positively affected mental health, sexual health, and educational and economic achievement 15 years after the intervention ended.
Promoting children's social and emotional wellbeing in primary education
(2008, March). London: NICE.
Full Guidelines http://www.nice.org.uk/nicemedia/live/11948/40117/40117.pdf
This guidance is for teachers and school governors, and for staff in local authority children's services, primary care and child and adolescent mental health services. They recommend: local authorities should ensure primary schools provide an emotionally secure environment that prevents bullying and provides help and support for children (and their families) who may have problems; schools should have a programme to help develop all children's emotional and social wellbeing. It should be integrated it into all aspects of the curriculum and staff should be trained to deliver it effectively; schools should also plan activities to help children develop social and emotional skills and wellbeing, and to help parents develop their parenting skills; and schools and local authorities should make sure teachers and other staff are trained adequately to identify and support.
Promoting children's social and emotional wellbeing in primary education.
National Institute for Health and Clinical Excellence. (2008, March). NICE public health guidance 12. London: N.I.C.E.
Guidance Document http://www.nice.org.uk/nicemedia/pdf/PH012Guidance.pdf
Guidance on promoting the health and wellbeing of children in primary education.
Preventing depression in young people. what does the evidence tell us and how can we use it to inform school-based mental health initiatives?
Burns, J., et al. (2008, April). Advances in School Mental Health Promotion, 1(2), 5-16.
This paper examines the current literature on depression prevention, drawing on evidence from a variety of disciplines including education, psychology, psychiatric epidemiology and public health, and presents a school based intervention model developed by Beyond Blue.
Enhancing the effectiveness and sustainability of school-based mental health programs: maximizing program participation, knowledge uptake and ongoing evaluation using internet-based resources
Santor, DA., & Bagnell, A. (2008, April). Advances in School Mental Health Promotion, 1(2), 17-28.
In this paper they review how challenges affect the effectiveness of school-based mental health programs and how they can be addressed, while maximizing the sustainability of those young people.
Systematic review of the effectiveness of interventions to promote mental wellbeing in primary schools
Adi, Y., et al. (2007, December). Report 1. Universal approaches which do not focus on violence and bullying. U.K.: Health Sciences Research Institute, Warwick Medical School.
Full Review http://www.nice.org.uk/nicemedia/pdf/MentalWellbeingWarwickUniReview1.pdf
This review was undertaken to support the development of the NICE guidance on promoting the wellbeing of children in primary education.
Literature review: resilience in children and young people
The Bridge Childcare Development. (2007, June). London: The Bridge Childcare Development.
Full Report http://www.actionforchildren.org.uk/uploads/media/36/1582.pdf
Evidence so far suggests that in order to develop resilience we need: multi-faceted programmes that consider factors across child, family and community arenas; programmes that address risks, assets and resilience processes; and targets that include the development of secure relationships and wider supportive relationships, self-esteem and mastery, and provision of positive nursery and school or community experiences.
Australian school-based prevention and early intervention programs for anxiety and depression: a systematic review
Neil, A. L., & Christensen, H. (2007). Medical Journal of Australia, 186(6), 305-308.
Full Article http://www.mja.com.au/public/issues/186_06_190307/nei10799_fm.html
A large proportion of Australian-based programs reported positive outcomes either immediately or at follow-up. The effect sizes for controlled trials varied from small (0.18) to moderate (0.83). About 80% of indicated anxiety programs and 50% of depression programs were associated with reductions in, respectively, anxiety and depression symptoms. Results for universal programs were similar, with improvements associated with 60% of programs for anxiety and 58% of those for depression. Effectiveness persisted for at least 6 months for some programs. Programs such as FRIENDS, which included booster sessions, reported positive outcomes at 12 months. Although the effect size and trial quality were variable, our findings provide strong support for mental health prevention and early intervention programs. Both indicated and universal approaches appear to produce short- to mid-term small to moderate reductions in anxiety and depression in schools.
A systematic review of school-based interventions to prevent bullying
Vreeman, R. C., & Carroll, A. E. (2007, January). Archives of Pediatrics and Adolescent Medicine, 161(1), 78-88.
Abstract http://www.ncbi.nlm.nih.gov/pubmed/17199071?dopt=Abstract
Many school-based interventions directly reduce bullying, with better results for interventions that involve multiple disciplines. Curricular changes less often affect bullying behaviors. Outcomes indirectly related to bullying are not consistently improved by these interventions.
The effectiveness of universal school-based programs for the prevention of violent and aggressive behavior: a report on recommendations of the Task Force on Community Preventive Services
Hahn R, et al. (2007, August). Centers for Disease Control and Prevention (CDC); Task Force on Community Preventive Services. MMWR, 56(RR07), 1-12.
Abstract http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5607a1.htm
The results of this review provide strong evidence that universal school-based programs decrease rates of violence and aggressive behavior among school-aged children. Program effects were demonstrated at all grade levels.
The effectiveness of school-based anti-bullying programs: a meta-analytic review
Ferguson, C., San Minguel, C., Kilburn, J., & Sanchez, P. (2007). Criminal Justice Review, 32(4), 401-414.
Abstract http://cjr.sagepub.com/content/32/4/401.abstract
Results suggested a significant effect for anti-bullying programs (r = .12). However, this result seemed to be slightly influenced by publication bias and did not meet the adopted threshold for "practical significance." The effect for programs targeted specifically at at-risk youth was slightly better, but overall, anti-bullying programs produce little discernible effect on youth participants.
Anti-bullying programs: a survey of evaluation activites in public schools
Smith, D., Ryan, W., & Bradley Counsins, J. (2007, June) Studies in Educational Evaluation, 33(2), 120-134.
Abstract http://www.sciencedirect.com/science/article/pii/S0191491X07000181
Results showed that few schools evaluated their antibullying programs and that the rigour of these evaluations was generally low. Schools that evaluated their programs received more external funding for programs and provided more antibullying program activities on average than those that did not evaluate their programs.
Best practice guidelines for mental health programs: child & youth
C.A.M.H. (2007). Toronto: Centre for Addiction and Mental Health.
Web Resource http://www.camh.net/About_CAMH/Health_Promotion/Community_Health_Promotion/Best_Practice_MHYouth/index.html
This web resource provides the health and social service provider ("practitioner") with current evidence-based approaches in the application of mental health promotion concepts and principles for children and youth. It is envisioned that these guidelines will support both the inclusion and the sustainability of mental health promotion concepts. This resource is intended to support practitioners in incorporating best practice approaches to mental health promotion interventions directed toward children (7-12 years of age) and youth (13-19 years of age).
It's good to talk! a multidimensional qualitative study of the effectiveness of emotional literacy work in schools
Coppock, V. (2006, 21 December). Children & Society, 21(6), 405-419.
Abstract http://onlinelibrary.wiley.com/doi/10.1111/j.1099-0860.2006.00072.x/full
A multi-dimensional qualitative study was designed to explore the views of children, young people, parents/carers, headteachers, teachers, project workers and allied professionals regarding the emotional literacy project from their own perspective. The findings contribute to the growing body of research evidence on, and models of best practice in, promoting the emotional well being of children and young people.
Beyond blue schools research initiative: report of key findings 2003-2005
(2007?) Australia: Beyond Blue Initiative.
Full Review http://www.beyondblue.org.au/index.aspx?link_id=4.1305&tmp=FileDownload&fid=706
To date, three annual assessments of adolescent's risk and protective factors, and their experience of depressive symptoms have been completed. Risk and protective factors assessed at an individual and school level including problem solving, optimistic thinking style, interpersonal competence and bullying. The intervention had a small but not a significant impact, which is consistent with other universal interventions that have recently reported only limited changes in the mental health problems experienced by participating adolescents.
School-based interventions for students with or at risk for depression: a review of the literature
Hilt-Panahon, A., Kern, L., Divatia, A., & Gresham, F. (2007, October). Advances in School Mental Health Promotion, Inaugural Issue, 32-41.
This paper provides a review of research on interventions implemented in school settings to reduce children's depression symptoms. Cognitive behavioural therapies emerged as the intervention with the strongest evidence base for reducing depressive symptoms, showing moderate to large effect sizes. In addition, relaxation training was identified as a promising practice.
What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting schools approach
Stewart-Brown S. (2006, March). Copenhagen: WHO Regional Office for Europe (Health Evidence Network Report)
Full Report http://www.mentalhealthpromotion.net/resources/what-is-the-evidence-on-school-health-promotion-in-improving-health-or-preventing-disease-and-specifically-what-is-the-effectiveness-of-the-health-promoting-schools-approach.pdf
Reviews of programmes that promoted mental health in schools (including preventing violence and aggression) show that these programmes to be among the most effective ones in promoting health. Of these those most effective were of long duration and high intensity, and involved the whole school.
What is the evidence on school health promotion in improving health or preventing disease, and specifically, what is the effectiveness of the health promoting schools approach?
W.H.O. (2006). Geneva: World Health Organisation and Health Evidence Network.
Full Report http://www.euro.who.int/__data/assets/pdf_file/0007/74653/E88185.pdf
The review of evidence covers mental health, aggressive behaviour, healthy eating, physical exercise, substance use, driver education and peer approaches.
School-based programmes for preventing smoking
Thomas RE, & Perera R. (2006, April). Cochrane Database of Systematic Reviews Issue 3. Art. No.: CD001293. DOI: 10.1002/14651858.CD001293.pub2
Full Review http://www2.cochrane.org/reviews/en/ab001293.html
The interventions included information-giving, social influence approaches, social skills training, and community interventions. There is little evidence that information alone is effective. The majority of studies drew on a social influences intervention. Although half of the best quality studies in this group found short-term effects on children's smoking behaviour, the highest quality and longest trial (the Hutchinson Smoking Prevention Project) found no long-term effects from 65 lessons over eight years. There was limited evidence for the effects of interventions that included developing generic social competence, and for those with a multi-modal approach that included community initiatives.
Textbooks and books
Handbook of positive psychology in schools
Gilman, R., Huebner, S., & Furlong, MJ. (2009). New York: Routledge.
Contents and free view http://books.google.co.nz/books?hl=en&lr=&id=5qhjolwnQIEC&oi=fnd&pg=PA9&dq=mentally+healthy+schools&ots=-qXqJ-D1Y1&sig=ct2ql4mdxHggYLL71-YQviuMQXM#v=onepage&q=mentally%20healthy%20schools&f=false
The specific focus of this book is on how positive psychology might be a useful lens through which to view schools and the educational process. As an institution, schools have immense influence on the development of youth. This volume outlines how positive psychology can directly influence academic outcomes through the development of positive intrapersonal and interpersonal strengths.
Chapter 5: Mental health promotion in schools
Barry, M., & Jenkins, R. (2007). In Implementing health promotion, 171-214, U.S: Church Livingstone.
This book illustrates how information from research can be used to inform programme development and best practice. It is written from a ‘how-to' perspective, combining an exploration of current research with practical advice to support the planning and implementation of programmes.
Chapter 4: Infancy and childhood (0-5 years and 6-12 years)
Tilford, S. (2006). In M, Cattan, & S, Tilford. (Eds). Mental health promotion: a lifespan approach, pp. 64-99.
This chapter looks at determinants of mental health, the identification of vulnerable populations, children's perceptions, effectiveness of programmes in the pre-school and primary school years, and policy measures.
Chapter 5: Adolescence and emerging adulthood (12-17 years and 18-24 years)
Rowling, L. (2006). In M, Cattan, & S, Tilford. (Eds). Mental health promotion: a lifespan approach, 100-136.
This chapter explores some of the distinct factors that impact on the mental health of adolescents and young adults. Importantly, it considers issues such as violence and grief, which are not always recognised at policy level. Different transition phases, such as school to work are explored and the role of mental health promotion, drawing strongly on resilience research.
Journals
Advances in school mental health promotion
(2008, January -). United Kingdom: Clifford Beers Foundation and University of Maryland School of Medicine.
Publishers Website http://www.schoolmentalhealth.co.uk/
Reflecting the full continuum of school mental health promotion, this journal covers: efforts to assess and improve school environments; school-wide social and emotional learning; mental health promotion, and youth development; prevention; early identification and intervention; intervention for youth in general and special education. All content pages can be viewed from the publisher's website.
Websites
Beyoundblue schools, AU
Website http://www.beyondblue.org.au/index.aspx?link_id=4.64
This intervention was trialled in 50 secondary schools across Victoria, Queensland and South Australia with schools representing a broad cross section of government (metropolitan and non-metropolitan), catholic and independent schooling sectors (click here to view participating schools). To assess the effectiveness of the intervention, information is being collected annually from students and staff in all 50 participating schools over a five year period (2003 - 2007). This information is being used to assess the extent to which the intervention is successful in: (a) improving mental health and emotional well-being in young people, and (b) strengthening the individual and social protective factors targeted by the intervention
SenseAbility, AU
Website http://www.beyondblue.org.au/index.aspx?link_id=4.64
Is a strengths based resilience program designed for those working with young Australians aged 12-18. It consists of a suite of modules developed to enhance and maintain emotional and psychological resilience in young secondary school aged Australians.
Gate House Project, US
Website http://www.rch.org.au/gatehouseproject/about/index.cfm?doc_id=176
The Gatehouse Project was a research project aimed at promoting emotional well-being of young people in schools. The Project was conducted by the Centre for Adolescent Health in Victorian secondary schools between 1997 and 2002, following a pilot year in 1996.
Health Promoting Schools, NZ
Website http://hps.tki.org.nz/
Resources and discussion forums open to anyone interested in Health Promoting Schools.
Youth 2000, NZ
Website www.youth2000.ac.nz
Conducted by The Adolescent Health Research Group (AHRG) at the University of Auckland with the goal of improving the health and wellbeing of New Zealand's young people. The first national health and wellbeing survey of secondary school students was completed by the AHRG in 2001 followed by the second survey in 2007.
Youth Connected Project, NZ
Website http://www.vuw.ac.nz/youthconnectedness/
A longitudinal research project, focusing on Youth Connectedness. The overall aim of this project is to optimise the chances of youth having positive experiences in adolescence and of overcoming the inevitable challenges of this life stage to become healthy and productive adults.
Mind Matters, AU
Website http://www.mindmatters.edu.au/about/about_landing.html
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.
Resiliency in Action, US
Website http://www.resiliency.com/
Website with information on resiliency, including support for young people and training programmes.
Responseability, AU
Website http://www.responseability.org/site/index.cfm
This Response Ability site provides information to support use of the Response Ability multi-media packages in Australian universities and tertiary colleges, in the fields of Education and Journalism. The project is an initiative of the Australian Government Department of Health and Ageing, implemented by the Hunter Institute of Mental Health in collaboration with universities and tertiary educators.
Zippy's friends, International
Website http://www.partnershipforchildren.org.uk/zippy-s-friends.html
Evaluation summary http://www.mentalhealthpromotion.net/resources/zippy-friends_evaluation-summary.pdf
Zippy's Friends is a programme that helps young children - five, six & seven year olds - to develop coping and social skills. More than 400,000 children have completed the programme so far, and the number is increasing every year. Zippy's Friends is based on extensive research and has been evaluated in many countries. It has also been endorsed by the World Health Organisation and national governments.
ProMedPol, Europe
Website http://www.mentalhealthpromotion.net
A portal set up by the European Network for Mental Health Promotion that includes resources, training tools and a growing database of initiative examples and research.
Center for School Mental Health, US
Website http://csmh.umaryland.edu/
University of Maryland School of Medicine. The mission of the Center for School Mental Health is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. It provides a number of resources that are of interest to the wider community of those interested in school mental health.
Communities and Schools Promoting Health, US
Website http://www.safehealthyschools.org/
A Gateway to information on comprehensive school health (CSH) and health promoting schools (HPS). Providing links to research, reports, how-to manuals, planning & assessment tools, lesson plans and student webquests.
European Network of Health Promoting Schools, Europe
Website http://www.schoolsforhealth.eu/
The ENHPS is a strategic programme for the European Region. The programme seeks to integrate the policy and practice of the health promoting school into the wider health and education sectors. It works at three levels: school, national and international. Its primary focus is the school pupil.
Intercamhs, International
Website http://www.intercamhs.org/
A new international alliance that aims to promote the mental health and wellbeing of children and young people.
The School Mental Health Connection, US
Website http://www.schoolmentalhealth.org/
This site offers school mental health resources not only for clinicians, but also for educators, administrators, parents/caregivers, families, and students.
Lifepaths, NZ
Website www.lifepaths.org.nz
Five Trustees lead Lifepaths Charitable Trust and are committed to promoting emotional resilience and reducing anxiety in young people. They currently have four programmes in New Zealand. Three of those fit under the FRIENDS umbrella and can be used in schools as a prevention and by health professionals as a treatment. They are: Fun Friends - years 4-7; Friends for Life - child years 7-12; Friends for Life - youth 12-18; and Focus is the fourth programme and is used by psychologists and psychiatrists to treat children, youth and adults with Obsessive-Compulsive Disorder (OCD).
Friends for life, NZ
Website www.friendsforlife.org.nz
FRIENDS for Life Youth helps teenagers cope with feelings of fear, worry, and depression by building resilience and self-esteem and teaching cognitive, behavioural, and emotional skills in a simple, well-structured format. Developed in Australia and used in schools throughout the world, FRIENDS for Life Youth has now been adapted for New Zealand's culture and curriculum and is the only such programme acknowledged by the World Health Organisation for its fifteen years of comprehensive evaluation and practice.
Contact
Mental Health Foundation Resource and Information Service
PO Box 10051, Dominion Road, Auckland, 1446
81 New North Road, Eden Terrace, Auckland, 1021
Phone 09 300 7030, fax 09 300 7020
Email: info@mentalhealth.org.nz
www.mentalhealth.org.nz
