Handbook Of School-based Mental Health Promotion: An Evidence-informed Framework For Implementation (the Springer Series On Human Exceptionality)

The Springer Series on Human Exceptionality Series Editors: Donald H. Saklofske and Moshe Zeidner Handbook for School-Based Mental Health Promotion An Evidence-Informed Framework for Implementation Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, __Editors__ This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.· Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The __Handbook for School-Based Mental Health Promotion__ is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies. Front Matter ....Pages i-xxi An Overview of Implementation (Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett)....Pages 1-7 Front Matter ....Pages 9-9 Both Promising and Problematic: Reviewing the Evidence for Implementation Science (Debbie Chiodo, Hailey Kolpin)....Pages 11-31 What Works in School-Based Mental Health Service Delivery? (Carissa M. Orlando, William Bradley, Tristan A. Collier, Jennifer Ulie-Wells, Elaine Miller, Mark D. Weist)....Pages 33-49 Shifting Systems of Care to Support School-Based Services (Dean Fixsen, Kristen Hassmiller Lich, Marie-Therese Schultes)....Pages 51-63 Beyond Silos: Optimizing the Promise of School-Based Mental Health Promotion Within Integrated Systems of Care (Kathryn H. Short, Heather Bullock, Alexia Jaouich, Ian Manion)....Pages 65-81 Schools and Mental Health: Is Some Necessary Reexamining in Order? (Stan Kutcher, Yifeng Wei, Mina Hashish)....Pages 83-101 Front Matter ....Pages 103-103 Yet One More Expectation for Teachers (Karen Weston, Mary Ott, Susan Rodger)....Pages 105-126 Mental Health Literacy as a Fundamental Part of Teacher Preparation: A Canadian Perspective (Susan Rodger, Kathryn Hibbert, Alan W. Leschied, Melanie-Anne Atkins, E. Robyn Masters, Jasprit Pandori-Chuckal)....Pages 127-142 Promoting Mental Health Literacy Among Educators: A Critical Aspect of School-Based Prevention and Intervention (Jessica Whitley, J. David Smith, Tracy Vaillancourt, Jennifer Neufeld)....Pages 143-165 Qualities of Teacher Effectiveness in Delivering School-Based Mental Health Programs: The Relevance of Emotional Intelligence (Ashley Vesely, Eveyln Vangelis, Donald H. Saklofske, Alan W. Leschied)....Pages 167-184 Educational Leaders and Supporting the Mental Health of Students and Staff: Limited Research but Promising Practices in Preparing School Principals (James D. A. Parker, A. Geoffrey Crane, Laura M. Wood)....Pages 185-197 Front Matter ....Pages 199-199 Effectiveness of School-Based Interventions on Mental Health Stigmatization (Shu-Ping Chen, Elise Sargent, Heather Stuart)....Pages 201-212 Self-Stigma in Youth: Prevention, Intervention, and the Relevance for Schools (Alison L. Rose, Sarah K. Atkey, Joel O. Goldberg)....Pages 213-235 Nonsuicidal Self-Injury: What Schools Can Do (Chloe A. Hamza, Nancy L. Heath)....Pages 237-260 School-Based Suicide Prevention, Intervention, and Postvention (David N. Miller, James J. Mazza)....Pages 261-277 School-Based Prevention and Early Intervention Programs for Depression (Alison L. Calear, Aliza Werner-Seidler, Michelle Torok, Helen Christensen)....Pages 279-297 The Fourth R: Implementing Evidence-Based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts (Claire V. Crooks, Debbie Chiodo, Caely Dunlop, Alicia Lapointe, Amanda Kerry)....Pages 299-321 Mindfulness-Based Programs in School Settings: Current State of the Research (Jennine S. Rawana, Benjamin D. Diplock, Samantha Chan)....Pages 323-355 Children and Adolescents “Flying Under the Radar”: Understanding, Assessing, and Addressing Hidden Distress Among Students (Gordon L. Flett, Paul L. Hewitt, Taryn Nepon, Justeena N. Zaki-Azat)....Pages 357-381 Resilience to Interpersonal Stress: Why Mattering Matters When Building the Foundation of Mentally Healthy Schools (Gordon L. Flett)....Pages 383-410 School-Based Intervention for Adolescents with Impairing Social Anxiety (Jeremy K. Fox, Carrie Masia Warner, Meredith Drew)....Pages 411-427 Implementing and Integrating Parenting Education into Early Childhood Education Environments (Shawna Lee, Jacqueline Specht)....Pages 429-440 Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions (Suniya S. Luthar, Nina L. Kumar)....Pages 441-458 Implementing Emotional Intelligence Programs in Australian Schools (Con Stough, Justine Lomas)....Pages 459-473 Back Matter ....Pages 475-489 This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: · A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. · Intervention programs for reducing self-stigma in children and adolescents. · School-based suicide prevention and intervention. · Mindfulness-based programs in school settings. · Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies. -- Provided by publisher "This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms. Topics featured in this handbook include: - A Canadian perspective to mental health literacy and teacher preparation. - The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs. - Intervention programs for reducing self-stigma in children and adolescents. - School-based suicide prevention and intervention - Mindfulness-based programs in school settings. - Implementing emotional intelligence programs in Australian schools. The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies."--Amazon.com