Lunchtime drop-in clinics accessible in schools

Allen, Betsy

doi:10.12968/bjsn.2007.2.5.27220

Cited by 2 publications

(1 citation statement)

References 1 publication

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“…The practice of using appropriately skilled, unqualified, mental health practitioners to provide brief, focused sessions is recognised in mental health services (Lovell et al, 2006) and endorsed in policy and best practice guidelines (Fletcher et al, 2006; National Institute for Mental Health in England, 2004). Precedents exist for the provision of ad hoc support and CBT‐based programmes in school without mental health specialists (Allen, 2007; Stallard et al, 2008). There is a workforce of pastoral and teaching support staff in high schools (DfES 2008), potentially available to deliver evidence‐based EWB support, but so far there has been little interest in developing this role.…”

Section: Introductionmentioning

confidence: 99%

The feasibility and acceptability of an approach to emotional wellbeing support for high school students

Kendal¹,

Callery²,

Keeley³

2011

Child and Adolescent Mental Health

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Background: Emotional wellbeing of young people has high global and national priority. UK high schools are under pressure to address this but lack evidence-based guidelines. Method: Students (N=23) (aged 11-16 years) and staff (N=27) from three urban UK high schools participated in qualitative interviews to explore the feasibility and acceptability of an approach to emotional wellbeing support. Key components were: self-referral, guided self-help, and delivery by school pastoral and support staff. Findings: Confidentiality, emotional support, effectiveness and delivery modes were important to students. Organisational values influenced feasibility. Conclusions: Understanding a schoolÕs moral and operational framework can enhance the development of suitable emotional wellbeing support. Key Practitioner Message:• It can be acceptable and feasible to deliver a self-referral, guided self-help intervention to promote emotional wellbeing in high school students • School support staff appeared to be an appropriate resource for the delivery of the intervention • Intervention implementation was affected by contextual factors in the schools

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Section: Introductionmentioning

confidence: 99%

The feasibility and acceptability of an approach to emotional wellbeing support for high school students

Kendal¹,

Callery²,

Keeley³

2011

Child and Adolescent Mental Health

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Can school nurses identify mental health needs early and provide effective advice and support?

Bartlett¹

2015

British Journal of School Nursing

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Aim: This article aims to explore and analyse primary research regarding the role of the school nurse in providing care for children and young people with mental health needs. Background: Children and young people have unique mental health needs that can affect their emotional, educational and physical development. Early identification and support for mental health needs are advocated to improve health and wellbeing outcomes. There are few UK-based primary research papers that address what role the school nurse may have in providing mental health care. Methods: A database search was conducted to identify research papers that discuss ‘school nurse’, ‘mental health’ with ‘children and young people’. Eight UK-based papers were identified, on which a thematic analysis was carried out. Results: Four themes were identified as important indicators for school nurses working with children and young people with mental health needs: help seeking preferences of children and young people, training and support needs of school nurses, service provision and capacity, and wider socio-economic determinants. Conclusions: School nurses can be effective when working with children and young people with mental health needs. As specialist public health nurses their primary area of work should be on the promotion of good mental health and the early identification and support for those who have poor mental health. To ensure effective support is given school nurses require further post-graduate training and regular supervision from a mental health specialist. However, workload structures would need to be managed to allow school nurses to be more visible and accessible within schools in order to build effective and trusting relationships. Implications for practice: As the public health role of the school nurse begins to encompass mental health needs it will be increasingly important to reflect upon collaborative working practices to deliver care, which meets the need of children and young people. This may include the use of modern technology, a work schedule that allows for needs to be met year round and improved communication and discussion between health, education and social care professionals.

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Lunchtime drop-in clinics accessible in schools

Abstract: Young people and children need to be able to access health services easily if they are to learn how to take care of their own health as they enter adulthood. School nurses are in an ideal position to provide a service to young people that could help them talk about their health needs.

Cited by 2 publications

References 1 publication

The feasibility and acceptability of an approach to emotional wellbeing support for high school students

The feasibility and acceptability of an approach to emotional wellbeing support for high school students

Can school nurses identify mental health needs early and provide effective advice and support?

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