Social Determinants of Mental Health Considerations for Counseling Children and Adolescents

School counseling prevention programming to address social determinants of mental health

“…To address SDOMH using ASE, school counselors should examine their own experiences, attitudes, values, and beliefs about SDOMH as a first step (Bryan & Henry, 2012; Johnson & Brookover, 2021). School counselors should reflect on how their belief system would affect their work with students, educators, and stakeholders as they seek to address and develop prevention programming to disrupt the pathway between SDOMH and adverse mental health outcomes (Johnson et al., 2023). School counselors must have a thorough understanding of their own worldview and manage their intentions in order to prevent any further oppression, even unintentionally.…”

“…For an SDOMH‐informed school counselor, implementing preventative programming to develop their students’ internal capacities is entirely within the clinical scope of practice (Johnson et al., 2023); from an ASE perspective, however, there is an added responsibility for school counselors to work with students in a way that dismantles oppressive forces rather than perpetuates them. When a school counselor advocates on a student's behalf without the student's assent or engagement, they may unintentionally undermine the agency of the student; Lemberger‐Truelove and Hutchinson (2014) articulate this concern and remind school counselors that “in such cases, even if the advocacy behaviors translate into more equitable and just outcomes for the student, the individual human capacity of the student has not been activated” (p. 32).…”

“…For example, a school counselor might consider partnering with ASCA to advocate for increased access to mental and social health services and resources in schools. The school counselor‐professional organization collaboration can be beneficial in increasing direct services that students may need and supporting larger initiatives to remove barriers for all students (Johnson et al., 2023). Keeping the student and their needs at the center of the conversation is key to advocating efficiently and effectively at a systemic level (Lopez‐Perry & Whitson, 2022).…”

“…Through their roles as leaders, advocates, consultants, and collaborators, school counselors should focus on bolstering individual and community capacity, strengths, and resources to prevent adverse mental health outcomes and enhance the quality of life for all students (Friedli et al., 2009; O'Mara & Lind, 2013). Despite the exceptional roles that school counselors can play in addressing the SDOMH with students, families, and in communities, there has been limited discussion on school counselors’ roles in addressing the SDOMH in the counseling literature or curriculum (Johnson & Brookover, 2021; Johnson et al., 2023).…”

“…A universal prevention approach is important when addressing SDOMH because it reduces stigma for students who are directly impacted by an SDOMH need and it provides comprehensive data on the SDOMH needs of the entire student body (Johnson & Brookover, 2021). Having a complete appraisal of the entire school's SDOMH needs allows for school‐wide programming as well as targeted support for specific students and families (Johnson et al., 2023). The practice of mental health promotion and prevention, informed by SDOMH, is a necessary inclusion for school counselor‐led programming.…”