A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite

Rowling, Louise; Jo, Mason

doi:10.1375/ajgc.15.2.125

Cited by 8 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That is, the MindMatters programme training reflected and modelled the material being promoted, and took care to respect the professionalism of teachers, providing development opportunities both in classroom teaching skills and personal skills with a particular focus on building self-efficacy. (Rowling and Mason, 2005). The evaluation of the professional development, established the training as a key element in improving teacher efficacy for mental health and wellbeing (Rowling, 2009).…”

Section: Professional Development and Learningmentioning

confidence: 99%

Filling the black box of implementation for health‐promoting schools

Rowling

Samdal

2011

Health Education

Self Cite

View full text Add to dashboard Cite

Purpose -Achieving organisational learning and greater specificity for implementation action for health-promoting schools requires detailed understanding of the necessary components. They include: preparing and planning for school development, policy and institutional anchoring, professional development and learning, leadership and management practices, relational and organisational context, student participation, partnerships and networking, and sustainability. This paper seeks to elaborate a theoretically based rationale for how these eight components of implementation need to be put into action. Design/methodology/approach -Building on the narrative synthesis in the complementary paper ("Theoretical base for implementation components of health-promoting schools", this issue), examples drawn from empirical research and evaluation reports in the field of health-promoting schools are used to operationalise the function of the components. Findings -This elaboration anchors specific implementation actions within their own theoretical and empirical base, a significant advance on previous guidelines. The eight components have been articulated separately. However, in practice they operate interdependently. Context and culture issues also need to be accommodated. Practical implications -The level of specificity provided in this paper has the potential to enhance school staff professional learning, as it fulfils one of the characteristics for successful school-based education, namely practical, detailed implementation and enough flexibility, allowing shaping to suit specific contexts. Originality/value -The identification of this knowledge base should enable practitioners to develop an in-depth understanding of the operational functioning of existing guidelines, thereby enhancing their practice. The specificity provided holds promise to enhance the science base and quality of implementation.

show abstract

Section: Professional Development and Learningmentioning

confidence: 99%

Filling the black box of implementation for health‐promoting schools

Rowling

Samdal

2011

Health Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…This has demonstrably happened with some whole-school approaches, such as SEAL (social and emotional aspects of learning) in the UK, which, when implemented as intended, was associated with positive outcomes [18], but when carried out in a diffuse way, not so [19]. As a result of evaluations of whole-school programmes, such as SEAL, and also Mind Matters [20], Health Promoting Schools [21], and Communities that Care [22], and of reviews that draw all this together [10,23], we now know a great deal more than we did about making whole-school approaches effective in the real world.…”

Section: Take a Whole-school Approach And Implement It Carefullymentioning

confidence: 99%

Promoting mental health and well-being

Weare¹

2018

Oxford Textbook of Public Mental Health

View full text Add to dashboard Cite

Schools are increasingly concerned with the well-being and mental health of their students. Effective schools use a ‘whole-school approach’ based on universal work from which targeted approaches gain coherence and support. The ethos is supportive, connected, and safe, with active steps to tackle stigma. ‘Difficult’ behaviour is seen as meaningful, and as an opportunity for learning and growth. Both risk factors and the building of resilience are addressed. Students and families are involved, ‘heard’, and engaged. Programmes to cultivate social and emotional skills are taught effectively with clear aims, programme fidelity, starting early, and carrying on for the long term. There are robust and clear processes to identify early, refer, and treat those with greater levels of mental health difficulty, integrated into the whole-school approach, involving the young person and their family, liaising closely with specialist services, and with easy and transparent pathways to timely and effective interventions.

show abstract

“…MindMatters is an innovative mental health promoting and prevention programme that targets multiple outcomes in the context of a coordinated whole school approach (Rowling and Mason 2005; currently adopted in Germany, see http://www.mindmatters-schule.de/). MindMatters moves beyond the sole focus on curriculum to acknowledge the key role of teacher professional development and whole school approach within a strength-based approach.…”

Section: Mindmattersmentioning

confidence: 99%

“…Evaluation reports are available on the MindMatters website (see http://cms.curriculum.edu.au/mindmatters/). MindMatters was recently extended focusing on students with 'high support needs' (Rowling and Mason 2005). It has been estimated that between 20% and 30% of young people will require additional support by a range of promotion, prevention and intervention strategies.…”

Section: Mindmattersmentioning

confidence: 99%

“…The issue is how we move toward working with adults in natural settings to help to raise the 'developmental value' (Pianta 2003, 334) of their interactions with children. Important features of the implementation process that increase the probability of service sustainability and maintenance include the following aspects: consistent programme implementation; inclusion of parents, teachers or peers; use of multiple modalities; integration of programme content into general classroom curriculum; and developmentally appropriate programme contents (Rones and Hoagwood 2000;Rowling and Mason 2005).…”

Section: Implementation Issuesmentioning

confidence: 99%

See 1 more Smart Citation

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Reicher¹

2010

International Journal of Inclusive Education

View full text Add to dashboard Cite

This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem-solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person-centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social-emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional-behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.

show abstract

A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite

Cited by 8 publications

References 11 publications

Filling the black box of implementation for health‐promoting schools

Filling the black box of implementation for health‐promoting schools

Promoting mental health and well-being

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Contact Info

Product

Resources

About