Towards dynamic and interdisciplinary frameworks for school-based mental health promotion

Abstract

Purpose -The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach -The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, "expert-driven" psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children's development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings -Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children's dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children's distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children's development, as well as committed to correcting inequalities. Originality/value -The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

A systematic literature review of existing conceptualisation and measurement of mental health literacy in adolescent research: current challenges and inconsistencies

“…This may, in part, be an attempt to reduce the number of items and therefore the response burden. However, adaptation to measures based on the cultural discourse around mental health aligns with school-based mental health promotion approaches that account for children's social, cultural and political contexts [92]. This raises the important question as to whether we should be trying to test and compare mental health related knowledge across cultures, particularly given the ongoing levels of disagreement amongst mental health professions between and within countries.…”

Effects of a Breastfeeding Educational Intervention on Secondary School Students after 6 Months

“…School-based health education in many countries is part of mandatory state/national curriculum architectures (e.g., Australia, Denmark, Finland, New Zealand), in other countries it finds itself vying for a place in official curriculum structures whilst being relegated to the status of non-statutory ( 42 - 45 ). Breastfeeding programs require a place in school education by competing with other valuable health care education programs ( 46 , 47 ), where the impression of the author is that breastfeeding issue is frequently neglected in schools. Health education in Croatia is not intended to be a separate school subject, yet its program should be integrated into biology or physical education classes, school projects, and other school activities.…”

Theory‐informed school counseling: Increasing efficacy through prevention‐focused practice and outcome research

“…One of the critics of the existing school‐based prevention programs is that there is a risk that the program activities might overshadow the importance of the typical, day‐to‐day interactions that students have with adults and peers in school (O'Toole, 2017). Being situated within school, school counselors are often well equipped to understand the needs of the school community and to provide ongoing and sustainable prevention programs (Foss‐Kelly et al., 2021).…”