Making the case for universal school-based mental health screening

Humphrey, Neil; Wigelsworth, Michael

doi:10.1080/13632752.2015.1120051

Cited by 78 publications

(92 citation statements)

References 58 publications

(7 reference statements)

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“…This approach would be consistent with principles of therapeutic assessment (Finn and Tonsager, 1997) which emphasises processes of self-verification (confirmation and validation of needs), selfenhancement (communicating that an individual is valued) and self-efficacy (supporting new insights into less well understood problems and potential solutions). Combined with selfreferral routes , this could provide a way of mitigating intrusive and unwelcome screening strategies where students feel negatively singled out (Greenberg et al, 2001;Humphrey and Wigelsworth, 2016;Offord et al, 1998). Stigma-related concerns were also mitigated by specific assurances about confidentiality and the development of trust in relationships with intervention providers.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Gronholm

Nye

Michelson

2018

Journal of Affective Disorders

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Section: Accepted Manuscriptmentioning

confidence: 99%

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Gronholm

Nye

Michelson

2018

Journal of Affective Disorders

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“…Improving rates of identification is important for increasing access to care and support for CYP with MHD. Schools are well placed to identify and support CYP with MHD due to their near universal access to CYP, high number of contact hours, close relationships with students and families, and the fact that the majority of MHD begin during the schooling years (Department of Health and Department for Education 2017; Humphrey and Wigelsworth 2016;Weist et al 2007;Williams 2013). Furthermore, the recent UK Government Green Paper on CYP's Mental Health sets expectations for schools to take a central role in the identification of and response to MHD (Department of Health and Department for Education 2017).…”

Section: Introductionmentioning

confidence: 99%

“…School-based programmes have the potential to improve rates of MHD identification in CYP (Anderson et al 2018). In the design and implementation of such programmes, it is important to consider not only effectiveness, but also social validity (Craig et al 2008;Humphrey and Wigelsworth 2016). Social validity refers to 'social importance', or how much value society ascribes to the goals, procedures, and effects of a given programme (Wolf 1978).…”

Section: Introductionmentioning

confidence: 99%

“…Social validity refers to 'social importance', or how much value society ascribes to the goals, procedures, and effects of a given programme (Wolf 1978). The social validity of an identification programme may refer to its feasibility, acceptability, and utility (Humphrey and Wigelsworth 2016), and is key for promoting successful implementation and long-term sustainability.…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

et al. 2020

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Under-identification of mental health difficulties (MHD) in children and young people contributes to the significant unmet need for mental health care. School-based programmes have the potential to improve identification rates. This systematic review aimed to determine the feasibility of various models of school-based identification of MHD. We conducted systematic searches in Medline, Embase, PsycINFO, ERIC, British Education Index, and ASSIA using terms for mental health combined with terms for school-based identification. We included studies that assessed feasibility of school-based identification of students in formal education aged 3-18 with MHD, symptomatology of MHD, or exposed to risks for MHD. Feasibility was defined in terms of (1) intervention fit, (2) cost and resource implications, (3) intervention complexity, flexibility, manualisation, and time concerns, and (4) adverse events. Thirty-three studies met inclusion criteria. The majority focused on behavioural and socioemotional problems or suicide risk, examined universal screening models, and used cross-sectional designs. In general, school-based programmes for identifying MHD aligned with schools' priorities, but their appropriateness for students varied by condition. Time, resource, and cost concerns were the most common barriers to feasibility across models and conditions. The evidence base regarding feasibility is limited, and study heterogeneity prohibits definitive conclusions about the feasibility of different identification models. Education, health, and government agencies must determine how to allocate available resources to make the widespread adoption of school-based identification programmes more feasible. Furthermore, the definition and measurement of feasibility must be standardised to promote any future comparison between models and conditions.

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“…For these and other-particularly developmental-reasons, the issue of the children's and youth's MH is more complicated than physical health regarding diagnostics and treatment of symptoms, and more difficult in adulthood. At the same time, it is clear that the period of school attendance, and hence the role of the school, is critical in preventing MH issues in children and youth [26].…”

Section: Introductionmentioning

confidence: 99%

Academic Stress and Physical Activity in Adolescents

Frömel

Šafář

Jakubec

et al. 2020

BioMed Research International

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e issue of work-related mental health needs to be addressed at the school level. e aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F (4,1612) � 1.83, p � 0.121 , η 2 p � 0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p < 0.001). e study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. is is especially true for adolescents with recurrent AS in several consecutive lessons.

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Making the case for universal school-based mental health screening

Cited by 78 publications

References 58 publications

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence

Feasibility of School-Based Identification of Children and Adolescents Experiencing, or At-risk of Developing, Mental Health Difficulties: a Systematic Review

Academic Stress and Physical Activity in Adolescents

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