Including Parents in the Continuum of School-Based Mental Health Services: A Review of Intervention Program Research From 1995 to 2010

Mental health interventions in schools in high-income countries

“…67,119 Additional barriers exist across individual (stigma, help-seeking behaviours, mental health status, parental risk factors), community (geographic and social location), and system (funding, waiting times, availability of trained personnel, and fragmentation of services) levels. 120 Several factors affect implementation across these three levels, from the competing priorities of stakeholders involved (children, parents, 121 school staff, educational authorities, and mental health services) to the focus of the intervention (whole school, classroom, teacher, family or screening, promotion, prevention, treatment) and the outcomes of interest (educational achievements, psychological measures, social functioning). Implementation science helps to advance the understanding of core organisation (culture, climate, leadership), classroom, and teaching practices that can impede or aid uptake of evidence-based interventions.…”

Practitioner Review: School‐based interventions in child mental health

“…Indicated programmes were developed for children with clinically significant MHP who require highly specialised care and have failed to benefit from universal or selected interventions. Parents can be offered parent group trainings (Mendez, Ogg, Loker, & Fefer, ). Finally, Tier II and III interventions produce larger ES than Tier I interventions (Bradshaw et al., ; Cowen, ; Mendez et al., ).…”

“…Parents can be offered parent group trainings (Mendez, Ogg, Loker, & Fefer, ). Finally, Tier II and III interventions produce larger ES than Tier I interventions (Bradshaw et al., ; Cowen, ; Mendez et al., ).…”

“…Parental training is an important part of SBI (Mendez et al., ). Persisting manifest or hidden conflicts between parents and teachers will endanger a programme's success.…”

Marte Meo and Coordination Meetings (MAC): A Systemic School-Based Video Feedback Intervention—A Randomised Controlled Trial

“…It provides an established setting where professionals from school and social services can work together to support children's developmental needs. School-based interventions have proved to be of value for children's positive adaption and social-emotional adjustment, such as positive relationships with classmates and teachers (Christensen & Sheridan, 2001;Cox, 2005;Luthar & Cicchetti, 2000;Mendez, Ogg, Loker & Fefer, 2013;Reddy, Newman, De Thomas & Chun, 2009;Reid & Eddy, 2002;Stoltz et al, 2012). Besides, the school is defined as an environment in which both knowledge acquisition and personal development shall be promoted and supported, and where co-operation between school and family is central to the achievement to these goals (Swedish Statute Book 2010:800, 2010).…”