1,721,020 research outputs found
Social and Emotional Education in Primary School. Integrating Theory and Research into Practice
No full textThis book synthesizes concepts, findings, and best practices for a complete guide to planning, implementing, and evaluating social and emotional education (SEE) programs. Emphasizing "caught" as well as taught lessons, it offers a whole-school framework for SEE, with content, rationales, assessment tools, and age-appropriate strategies. Interventions are also included for use across subjects, to engage learners and assist students with behavioral and emotional difficulties. And the lessons travel beyond the classroom, involving the whole school, families and communities.
Key areas of coverage include:
How SEE can be taught and assessed as a core competence.
Classroom and whole school frameworks to enhance SEE.
Examples of targeted interventions for at-risk students.
Techniques for enlisting parents and communities in supporting SEE.
A complete online set of SEE class and homework activities.
Social and Emotional Education in Primary School is an essential resource for scientist-practitioners, educators, and other professionals as well as researchers and graduate students in special and general education, child and school psychology, educational psychology, social work, positive psychology, and family-related fields
Mental Health Promotion in School: An Integrated, School-Based, Whole School
No full textAbout 20% of schoolchildren across different cultures experience mental
health problems, such as conduct problems, anxiety, and depression, during
the course of any given year and may need the use of mental health services
(WHO, 2013).The most recent report by the Centre for Disease Control and
Prevention (2013) shows that the prevalence of mental health difficulties
amongst children and young people in the USA has been increasing in the
last 25 years, and related services are costing the country about US$247 billion
year. A report on adolescent health just published by WHO (WHO,
2014) portrays depression as the top global cause of illness and disability
amongst adolescents, with suicide being the third biggest cause of death.
The report mentions that half of mental health difficulties begin before the
age of 14, underlining the need for early intervention and mental health
promotion from an early age.
Mental health and well-being are the result of the biological, psychological,
and social systems in the child’s world, and the interaction of these
influences shape the developmental trajectory of the child (Cooper, Bilton, &
Kakos, 2011). Within such a biopsychosocial approach, systems such as the
family, community, and school have a crucial role in providing contexts and
tools which actively prevent or minimize the development of mental health
problems on one hand, and promote the healthy social and emotional development
of children and young people on the other (Guerra & Bradshaw,
2008; Furlong et al., 2011). The onset of social, emotional, and behaviour
difficulties at an early age is a predictor of mental health difficulties in adolescence
(Fergusson, Horwood, & Ridder, 2005; WHO, 2013), underlining
the need for early identification and consequent early intervention at a time
when children’s personality is still developing and before difficulties become
more serious and entrenched (Domitrovich, Cortes, & Greenberg, 2007; McLaughlin & Clarke, 2010). Schools are thus ideally placed to operate as
health-promoting contexts for children, having access to all children, from
an early age and over an extended period of time, and possessing expertise
and resources in health promotion (Greenberg, Domitrovich, & Bumbarger,
2001).
This chapter will first discuss the role of schools as contexts for mental
health promotion, arguing that schools need to broaden their agenda
to focus on both the cognitive and affective development of children
and young people. It will then propose an evidence-based, multilevel, and
school-based approach to mental health promotion, focusing on health
promotion, prevention, and targeted interventions involving the whole
school community in collaboration with the parents, the local community,
and external support services. The final section presents a number of
recommendations for the application of the model in actual practice
Peer education attraverso Facebook. un progetto di promozione del benessere in un campione di studenti universitari
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Breaking the cycle: a phenomenological approach to broadening access to post-secondary education
No full textOver the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students’ narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds
Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being
No full textOver the past couple of decades, the Program for International Student Assessment (PISA) has gained an increasing role in shaping educational systems and policies across the world. PISA’s measurement of a limited range of cognitive abilities across cultures, however, promotes a narrow view of education, one that focuses primarily on preparing students for the economic market. This paper argues for a broader educational agenda—namely the formation of academically, socially, and emotionally literate young people who have the skills and emotional resilience necessary to navigate the uncertain of modern life. In addition, the role schools may have in promoting the well-being of children and young people is discussed, positioning the classroom teacher as an effective and caring educator in both academic and social and emotional learning. The paper proposes a multilevel, whole school, and school-based approach to social and emotional education. The final section discusses the role of school psychologists in the implementation of this framework, particularly at the universal, preventive level
From Pisa to Santander: A Statement on Children’s Growth and Wellbeing
Full text linkShort discussion paper 1
A whole-school approach to promoting staff wellbeing
No full textA caring school community can enhance whole-school wellbeing including the wellbeing of school staff, which directly impacts on student academic, social and emotional wellbeing. This study firstly examines the validity and reliability of a proposed whole-school staff wellbeing evaluation tool which uses a set of whole-school wellbeing indicators to identify strengths and areas for improvement within the school environment which may be impacting on staff wellbeing. Secondly, the association between factors found within the whole-school staff wellbeing tool with staff self-reported mental health are examined, and finally, the influence of person characteristics and role of factors on perceived whole-school staff wellbeing are determined. Cross-sectional data were collected from 801 school staff from six non-government schools in Australia as part of the School Staff Wellbeing Project. Results confirmed and validated the hypothesised structure of the whole-school staff wellbeing evaluation tool with staff relationships (leadership, staff), staff engagement (active, supported), staff emotional wellbeing (supported through policies and opportunities) and school climate (culture and values) found to be significant predictors of mental health. Prioritising resources to building supportive staff relationships, school climate, and providing opportunities to promote staff emotional wellbeing, were found to have the greatest impact on staff mental health. Characteristics such as age, gender, education, role, and length of time working in schools predicted perceptions of the whole-school's general wellbeing. The whole-school staff wellbeing evaluation tool provides a useful screening and self-evaluation measure to identify whole-school staff wellbeing strengths and areas for improvement in staff wellbeing
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