15.3 Using Technology to Advance School Mental Health: Experience From the Eastern Mediterranean Region

Hamdani, Syed Usman; Muzaffar, Naila; Huma, Zille; Hamdani, Affan; Rauf, Rabia; Farzeen, Midhat; Hamoda, Hesham M.; Wissow, Lawrence S.; Rahman, Atıf

doi:10.1016/j.jaac.2019.07.095

Cited by 3 publications

(2 citation statements)

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“…In Pakistan, the WHO SMHP training has been adapted to an online teacher training platform including the use of a chatbot to aid the implementation of intervention strategies in classroom settings (16,17). By using the online platform, teachers have been trained in implementing universal and targeted intervention strategies in a rural subdistrict of Rawalpindi, Pakistan.…”

Section: Adaptability Of Smhp: the Pakistan Experiencementioning

confidence: 99%

Addressing the Consequences of the COVID-19 Lockdown for Children’s Mental Health: Investing in School Mental Health Programs

Hamoda

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et al. 2021

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Children are likely to struggle with mental health consequences relating to the COVID-19 pandemic. School closures and home confinement increase the risk for emotional distress, domestic violence and abuse, and social isolation, as well as for disruption of sleep-wake and meal cycles, physical exercise routines, and health care access. As schools reopen, school mental health programs (SMHPs) incorporating universal approaches will be important for all children, and targeted approaches will be necessary for those more severely affected. Using their experience in Pakistan, the authors provide a roadmap for extending the World Health Organization's eastern Mediterranean region's SMHP to address the mental health consequences of COVID-19 among children globally.

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Section: Adaptability Of Smhp: the Pakistan Experiencementioning

confidence: 99%

Addressing the Consequences of the COVID-19 Lockdown for Children’s Mental Health: Investing in School Mental Health Programs

Hamoda

Chiumento

Alonge

et al. 2021

Self Cite

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show abstract

“…In Pakistan, teachers are trained to recognise and manage emotional and behavioural problems in children attending primary and secondary schools through a specially developed online training programme integrated into the teachers' ongoing education platforms. 3 Teachers use an interactive chatbot to work with children in classroom settings, and become better equipped to prevent any emotional or behavioural problems from disrupting the children's education and wellbeing. In Uganda, parents are trained to work alongside community health workers to deliver a family group intervention to children with disruptive behaviours.…”

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confidence: 99%