Overview
- Examines connections between student mental health and academic outcomes
- Explores how schools can effectively deliver mental health services to all students
- Identifies key themes for mental health promotion
- Describes programs and services that target specific child and youth emotional and behavioral health needs
- Addresses the implementation of evidence based programs, detailing how to take them from testing and experimental stages to actual use within classrooms
Part of the book series: The Springer Series on Human Exceptionality (SSHE)
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Table of contents (25 chapters)
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Front Matter
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The Evidence for Program Implementation in Schools and Systems of Care
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Front Matter
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A Focus on Educators
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Front Matter
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A Focus on Specific Program Implementation
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Front Matter
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Keywords
- ADHD, anxiety, and depression and school mental health
- Affluenza and school mental health
- Curriculum-based integration of school mental health programs
- Early childhood education and school mental health
- Eating disorders, obesity, and school mental health
- Emotional intelligence and school mental health
- Evergreen Framework and school mental health
- Juvenile justice and school mental health
- Mental health competency and academic outcomes
- Mental health literacy and student behavior
- Mindfulness and school mental health
- Prevention and early intervention in school mental health
- PTSD and school mental health
- Risk versus resilience and school mental health
- School violence and student mental health
- Service delivery and school mental health
- Social services and school mental health
- Social-emotional learning and student mental health
- Substance abuse prevention and treatment in schools
- Systems of care and school-based mental health services
About this book
The Springer Series on Human Exceptionality
Series Editors: Donald H. Saklofske and Moshe Zeidner
Handbook for School-Based Mental Health Promotion
An Evidence-Informed Framework for Implementation
Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors
This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan. Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms.
Topics featured in this handbook include:
· A Canadian perspective to mental health literacy and teacher preparation. · The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.
· Intervention programs for reducing self-stigma in children and adolescents.
· School-based suicide prevention and intervention.
· Mindfulness-based programs in school settings.
· Implementing emotional intelligence programs in Australian schools.
The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.
Editors and Affiliations
About the editors
Dr. Alan Leschied is a psychologist and professor in the Faculty of Education at the University of Western Ontario. His research interests are related to the assessment and treatment of youth at risk, children’s legislation and how policies and services promote the welfare of children and families. Dr. Leschied is a Fellow of the Canadian Psychology Association, and a recipient of a life-time achievement award through the Criminal Justice Section of the Canadian Psychology Association.
Dr. Donald Saklofske professor of Psychology, University of Western Ontario, is also Visiting Professor, School of Psychology, Beijing Normal University, and Research Member in the Laboratory for Research and Intervention in Positive Psychology and Prevention, University of Florence. His research focuses on intelligence, personality, and psychological assessment. He is editor of Personality and Individual Differences, Journal of Psychoeducational Assessment and Fellowof APS, CPA, and SPSP.
Dr. Gordon Flett holds the Canada Research Chair in Personality and Health and he is the Director of the LaMarsh Centre for Child and Youth Research at York University. Dr. Flett’s work has garnered national and international attention in both the academic as well as popular press, and he is supported by major research grants from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council of Canada.
Bibliographic Information
Book Title: Handbook of School-Based Mental Health Promotion
Book Subtitle: An Evidence-Informed Framework for Implementation
Editors: Alan W. Leschied, Donald H. Saklofske, Gordon L. Flett
Series Title: The Springer Series on Human Exceptionality
DOI: https://doi.org/10.1007/978-3-319-89842-1
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-89841-4Published: 19 July 2018
Softcover ISBN: 978-3-030-07873-7Published: 08 January 2019
eBook ISBN: 978-3-319-89842-1Published: 03 July 2018
Series ISSN: 1572-5642
Edition Number: 1
Number of Pages: XXI, 489
Topics: Child and School Psychology, Social Work, Educational Policy and Politics