School mental health promotion and intervention: Experiences from four nations

Weist, Mark D.; Bruns, Eric J.; Whitaker, Kelly; Wei, Yifeng; Kutcher, Stan; Larsen, Tor Ketil; Holsen, Ingrid; Cooper, Julian; Geroski, Anne M.; Short, Kathryn H.

doi:10.1177/0143034317695379

Cited by 49 publications

(34 citation statements)

References 39 publications

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“…Caregiver disappointment with mental health services, distrust of the system (Contractor et al ., 2012; Baker-Ericzén et al ., 2013) and negative attitudes toward mental health service use (Logan and King, 2001) are associated with decreased service utilization. While school-based services can reduce cost and transportation barriers (Weist et al ., 2017), they can also engender other barriers. Pella and et al .…”

Section: Introductionmentioning

confidence: 99%

“…Caregiver disappointment with mental health services, distrust of the system (Contractor et al, 2012;Baker-Ericzén et al, 2013) and negative attitudes toward mental health service use (Logan and King, 2001) are associated with decreased service utilization. While school-based services can reduce cost and transportation barriers (Weist et al, 2017), they can also engender other barriers. Pella and et al (2018) studied children's perceived barriers to attending school-based treatment in the USA and found the most common barriers were concerns about missing classroom work and stigma about receiving mental health services.…”

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confidence: 99%

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Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya

et al. 2020

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Background Globally, nearly 140 million children have experienced the death of one or both parents, and as a result many experience higher rates of mental health problems. Trauma-focused cognitive behavioral therapy (TF-CBT) delivered by lay counselors has been shown to improve mental health outcomes for children experiencing traumatic grief due to parental loss; however, challenges with treatment attendance limit the public health impact of mental health services. This study used qualitative methods to assess barriers and facilitators of child and guardian attendance of school-based lay counselor delivered TF-CBT. Methods Semi-structured interviews were conducted with 36 lay counselors (18 teachers; 18 community health volunteers) who delivered TF-CBT to explore their perceptions of barriers of facilitators of child and guardian attendance of group-based sessions delivered in schools. Results Counselors identified attendance barriers and facilitators related to the delivery setting, resources, participant characteristics, intervention characteristics and counselor behaviors. The findings revealed a greater number of facilitators than barriers. Common facilitators included participant and counselor resources, counselor commitment behaviors and communication efforts to encourage attendance. Barriers were less frequently endorsed, with participant resources, child or guardian illness and communication challenges most commonly mentioned. Conclusions Attention to barriers and facilitators of attendance in the context in which mental health interventions are delivered allows for identification of ways to improve attendance and treatment engagement and achieve the potential promise of providing accessible mental health services.

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confidence: 99%

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confidence: 99%

Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya

et al. 2020

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“…Globally, school health program has gained popularity in promoting health among children and adolescents [2]. It has been utilized to address various health issues and promote health awareness with positive results on behavior change among other health outcomes [3][4][5][6][7]. Despite, the positive in uence that the school has on general health, there is very little documentation of the role schools play in promoting oral health among adolescents globally.…”

Section: Introductionmentioning

confidence: 99%

Role of school as a supportive entity for positive oral health behavior among adolescents in Ibadan, south-western Nigeria

Lawal¹,

Oke²

2020

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Background The school is primed as an avenue for promoting health among adolescents. Conversely, the high unmet dental needs among school-going adolescents raises concern about the role of schools in this task. This study therefore assessed the role of schools in supporting positive oral health behavior of adolescents in a major city in a Low-Income-Country. Methods From 30 secondary schools that were randomly selected, 2097 students aged 12–18 years were recruited for this cross sectional study conducted in Ibadan, Nigeria. Data was obtained through the use of self-administered questionnaire to the students; this assessed oral health education and other oral health promotional activities that had taken place in the school from the students as well as their motivation to participate in school oral health programme. A checklist was used to assess availability of oral health promotional materials in the schools and the schools’ tuck shops for sale of healthy food. Data were analyzed with SPSS. Results The only oral health promotional activity reported in the schools was oral health education conducted in 8 (26.7%) schools and only 331 (15.8%) students had been educated about their oral health. There were no oral health promotional materials in the schools. About half, 1161 (55.4%) students were motivated to participate in school oral health program. All the tuck shops had cariogenic foods and drinks for sale. Students from schools where oral health education had been conducted were better motivated to participate in school oral health program (OR = 1.6,95%CI = 1.2-2.0,p < 0.001) but disagreed with restriction of sales of cariogenic food in school’s stuck shops (OR = 2.2,95%CI = 1.6-3.0,p < 0.001). Conclusion The schools surveyed played very little or no role to support positive oral health behavior of adolescents. Students who had been exposed to oral health education in school were better motivated about their oral health.

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“…Globally, school health program has gained popularity in promoting health among children and adolescents [2]. It has been utilized to address various health issues and promote health awareness with positive results on behavior change among other health outcomes [3][4][5][6][7]. Despite, the positive influence that the school has on general health, there is very little documentation of the role schools play in promoting oral health among adolescents globally.…”

Section: Introductionmentioning

confidence: 99%

Role of school as supportive entity for positive oral health behaviour of adolescents in south-western Nigeria

Lawal¹,

Oke²

2020

Preprint

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Background The school is primed as an avenue for promoting health among adolescents. Conversely, the high unmet dental needs among school-going adolescents raises concern about the role of schools in this task. This study therefore assessed the role of schools in promoting positive oral health behaviour among adolescents through Capabilities, Opportunities, Motivation (COM-B) model in a Low-Income-Country.Methods Two thousand and ninety-seven students aged 12-18 years were recruited from 30 randomly selected Secondary Schools in a cross sectional study conducted in Ibadan, Nigeria. Data on Capabilities; Oral Health Knowledge (K), Attitude (A), Practices (P) and Motivation of the students as well as oral health promotional (OHP) activities (Opportunities) in the schools were assessed through a questionnaire. A checklist was used to assess availability of OHP materials and the schools’ tuck shops for sale of healthy food (Opportunities). Data were analyzed with STATA version 14.Results The mean KAP score was 43.8 (± 11.4)%. Oral health education was the only activity reported and this was in 8 (26.7%) schools; only 331 (15.8%) students had been educated about their oral health. There were no oral health promotional materials in the schools. About half 1161 (55.4%) were motivated to participate in school oral health program. All the tucks shops had cariogenic foods and drinks for sale. Students who had better KAP scores - Capabilities (OR = 1.2, 95%CI = 1.0-1.5, p = 0.018) or had been educated about oral health - Opportunities (OR = 1.5, 95%CI = 1.2-2.0, p < 0.001) were better motivated about their oral health.Conclusion The schools surveyed played very little or no role to support positive oral health behavior of adolescents. There were no OHP materials in the schools. Students who had superior oral health KAP (capabilities) or had been exposed to oral health education (opportunities) were better motivated about their oral health.

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School mental health promotion and intervention: Experiences from four nations

Cited by 49 publications

References 39 publications

Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya

Barriers and facilitators of child and guardian attendance in task-shifted mental health services in schools in western Kenya

Role of school as a supportive entity for positive oral health behavior among adolescents in Ibadan, south-western Nigeria

Role of school as supportive entity for positive oral health behaviour of adolescents in south-western Nigeria

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