Schools: Central to Providing Comprehensive CAMH Services in the Future?

Salmon, Gill; Kirby, Amanda

doi:10.1111/j.1475-3588.2007.00468.x

Cited by 36 publications

(30 citation statements)

References 52 publications

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“…Providing school-based mental health services, especially for those located in disadvantaged communities, is a powerful strategy to overcome common obstacles that prevent students from accessing proper mental health care (Fonagy & Target, 1996;Mychailyszyn et al, 2011;Wissow et al, 2008). This is aligned with the World Health Organization (WHO) recommendation calling for mental health promotion to be integrated into the fabric of school curriculum (Salmon & Kirby, 2008).…”

Section: Mental Health In Schoolsmentioning

confidence: 99%

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Iizuka

Barrett

Gillies

et al. 2015

AJTE

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Section: Mental Health In Schoolsmentioning

confidence: 99%

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Iizuka

Barrett

Gillies

et al. 2015

AJTE

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“…4 not to disclose problems due to concerns about stigma and confidentiality [14,15]. Access is also restricted by inconvenient appointment times, transportation difficulties, long waiting lists and high thresholds for specialist referral [16,17].…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Early intervention for depression and anxiety in 16–18-year-olds: Protocol for a feasibility cluster randomised controlled trial of open-access psychological workshops in schools (DISCOVER)

Michelson

Sclare

Ståhl

et al. 2016

Contemporary Clinical Trials

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Citing this paper Please note that where the full-text provided on King's Research Portal is the Author Accepted Manuscript or Post-Print version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections. General rightsCopyright and moral rights for the publications made accessible in the Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognize and abide by the legal requirements associated with these rights.•Users may download and print one copy of any publication from the Research Portal for the purpose of private study or research.•You may not further distribute the material or use it for any profit-making activity or commercial gain •You may freely distribute the URL identifying the publication in the Research Portal Take down policy If you believe that this document breaches copyright please contact librarypure@kcl.ac.uk providing details, and we will remove access to the work immediately and investigate your claim. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. support. An open-access entry route allows students to self-refer. This protocol describes a feasibility cluster randomised controlled trial (RCT) comparing DISCOVER with a waitlist control condition. The study will run across 10 clusters (secondary schools) in the inner London Boroughs of Southwark and Lambeth. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPTParticipants are students aged over 16 years who are seeking help with anxiety and/or depressive symptoms.Key feasibility parameters relate to the proportion of students willing to participate in the research following publicity events; the proportion of students who complete the intervention; and response rates for outcome measures. Outcome variance estimates and intra-cluster correlations will be obtained for future power calculations. Qualitative methods will be used to explore the acceptability of the intervention and research procedures for students and school staff. The feasibility of an economic evaluation will also be examined.The results will (i) determine the appropriateness of proceeding to a definitive full-scale trial; and (ii) inform the development of an optimised version of the DISCOVER intervention that can be tested within feasible parameters. Trial registrationISRCTN88636...

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“…Previous studies have used Anganwadi workers and rural school teachers in early detection of intellectual disability and its management. [4,5] Awareness of the nature of learning difficulties fostered positive attitudes towards disabled children and the same was inversely related to the intensity of negative attitudes. [6,7] Apart from awareness, other factors such as teacher's preparedness to optimally manage these children, the available share of teacher's time for these children, the extracurricular stresses and the ability to withstand stoically the often unrewarding and lengthy teaching programmes modulate the teacher's attitude towards these children.…”

mentioning

confidence: 99%

“…Teachers play a significant role in maintaining the much-needed warmth in the class and hence, their ability to introspect and feedback is a necessary pre-requisite. [4,10,11] …”

mentioning

confidence: 99%

“…Schools can serve as a good entry point to mental health services and they are perceived as more accessible and used by more number of students than from distant services. [4] Mental health teams can be constituted consisting of any combination of teachers, parents, student representatives, social workers, psychologists, psychiatrists, etc., depending upon their availability.…”

mentioning

confidence: 99%

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Correlates of Personal Variables of Teachers and Their Knowledge and Attitude Towards Learning Disabled Children

Kanesalingavelan¹,

Sabhesan²,

Kasi³

et al. 2017

jemds

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BACKGROUNDTeaching the learning disabled entails more responsibility because decisions during early schooldays would influence the child's acquisition of life skills necessary for survival as an adult. Several child-oriented interventions have been found effective and carry lot of promise for future. Awareness about the nature of learning difficulties fostered positive attitudes and was inversely related to negative attitudes. Teachers differ widely in their preparedness to withstand stoically the often unrewarding and long-drawn teaching programmes. Aim-To know the socioeconomic and professional variables of the teachers' awareness and attitudes towards learning disabled children. MATERIALS AND METHODSIn an ongoing study of teachers' awareness and attitudes towards learning disabled children, 233 teachers were tested using Schedule for Teachers' knowledge and attitudes towards learning disabled children. Their awareness about causes, symptoms, course and management and their attitudes along five different dimensions; hostility, criticality, rejection, warmth and overprotectiveness were measured. Their sociodemographic and professional measures such as age, sex, religion, domicile, marital status, mother tongue, educational attainments, teaching experience, responsibility as class teacher and classes handled were identified. RESULTSUsing the heterogeneity of these profiles, it was found that awareness was associated with being a woman, semi-urban domicile, training, and personal variables. Positive attitudes were related to empathic exposure and negative attitude to frustration in handling the children. CONCLUSIONSignificance of the findings in choosing the right person and awareness programmes to mitigate negative feelings of the teachers are emphasised.

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Schools: Central to Providing Comprehensive CAMH Services in the Future?

Cited by 36 publications

References 52 publications

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Early intervention for depression and anxiety in 16–18-year-olds: Protocol for a feasibility cluster randomised controlled trial of open-access psychological workshops in schools (DISCOVER)

Correlates of Personal Variables of Teachers and Their Knowledge and Attitude Towards Learning Disabled Children

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