School‐based indicated prevention: a randomised trial of group therapy

Abstract

These analyses confirmed sustained teacher-reported improvement over a year-long follow-up period.

Differential effects of well-being promoting and anxiety-management strategies in a non-clinical school setting

“…Results might have been different in high risk populations with a certain level of psychological symptomatology or impairments in psychological well-being (McArdle et al, 2002;Reynolds et al, 2007;Rousseau, Drapeau, Lacroix, Bagilishya, & Heusch, 2005). The small, yet distinct, differential effects of each strategy may lead us to postulate that the sequential combination of symptom and well-being oriented prevention strategies may yield more complete and lasting effects that each strategy alone, as suggested by Brent (2006) for depressed children and adolescents.…”

“…Second, it reduces the stigma associated with the mental health services. Third, the school setting may create the opportunities to educate teachers and parents, and thus increase/facilitate the potential effect of early and prevention work (McArdle et al, 2002;Reynolds et al, 2007;Rousseau et al, 2005). Fourth, the school based nature of the current investigation underscores the importance of increasing accessibility of quality prevention and early intervention to children and adolescents who, otherwise, might not have access to mental health care.…”

Associations Between the Coping Self in Adolescence and Mental Health in Early Adulthood

“…The mastery dimension of the adolescents' coping self (which includes decision‐making skills, belief in one's own abilities, hopefulness, and self‐confidence) was significantly associated with interpersonal sensitivity symptoms in men and psychotic symptoms in women. Early mental health intervention programs for young people have demonstrated that different skills (e.g., realistic thinking, decision making, problem solving, and negotiation) can be learned (Felton, 2004; Kowalenko et al., 2002; McArdle et al., 2002) and positively influence mental health. Hence, in their routine practice, nurses should be given sufficient time to listen to adolescents, to encourage them to believe in their own abilities, and to teach them to resolve problems in everyday life (possibly via exercises in small groups).…”

Adding value to education through improved mental health: A review of the research evidence on the effectiveness of counselling for children and young people

“…Four experimental studies (English and Higgins 1971, King et al 1998, McArdle et al 2002, Omizo and Omizo 1987 two simple before and after studies (Sherr andSterne 1999, Squires 2001) and two qualitative studies (Flitton andBuckroyd 2002, Meredith 1993) specifically referred to schoolrelated issues and showed effectiveness for issues including bullying, behavioural difficulties, emotional problems, school refusal/phobia, truancy and academic failure. Three indicated that CBT (King et al 1998, Omizo and Omizo 1987, Squires 2001 was most effective.…”

“…Three indicated that CBT (King et al 1998, Omizo and Omizo 1987, Squires 2001 was most effective. Three studies identify positive outcomes for creative therapy, McArdle et al, (2002) evidenced drama group work, Sherr and Sterne (1999) evidenced play therapy and Flitton and Buckroyd (2002) evidenced person-centred art therapy. One study showed positive outcomes for humanistic/person-centred counselling (English and Higgins 1971) and one found an eclectic problem-solving approach to be helpful (Meredith 1993).…”