Mental Health Flashcards
Schools role in supporting
Creating a supportive environment
Delivering Targeted Interventions
Mitigating Risk Factors
Creating a supportive environment
- Schools can foster a sense of belonging, emotional safety, and inclusivity, which are key protective factors against mental health challenges (Statham & Chase, 2010).
- Programs like Social and Emotional Aspects of Learning (SEAL) and National Healthy Schools initiatives focus on building resilience and emotional literacy.
Delivering Targeted interventions
- Schools implement structured interventions, such as Emotional Literacy Support Assistants (ELSAs) or peer mentoring programs, which have been shown to support children at risk of emotional and behavioral difficulties (Burton et al., 2010).
Mitigating risk factors
- Schools address bullying, social exclusion, and academic stress, which are critical risk factors for mental health problems like anxiety and depression (Good Childhood Report, 2015).
EPs role in supporting schools
Systemic work
Assessment and intervention
Reducing stigma
Collaboration with other services
Supporting At-risk students
Systemic work
EPs promote whole-school approaches to mental health, addressing policies, staff training, and systemic factors that affect mental well-being. This includes training educators in emotional intelligence and restorative practices.
Assessment and intervention
EPs assess individual needs using eco-systemic approaches, considering the interaction between personal and environmental factors (Bronfenbrenner, 1979). They recommend evidence-based interventions, such as cognitive-behavioral strategies for anxiety.
Reducing stigma
EPs advocate for mental health awareness and work to destigmatize mental health issues within schools by involving young people in conversations about their experiences and needs (Tew, 2005).
Collaboration with Other Services
o EPs act as a bridge between schools and external mental health services, such as CAMHS, ensuring cohesive and comprehensive care for students.
Supporting At-Risk Students
EPs provide tailored assessments, design individualized interventions, and train school staff to support students facing unique challenges.
Importance of Early Intervention
o Evidence suggests that early intervention in schools is critical for preventing the escalation of mental health problems (Murphy & Fonagy, 2012). Schools with strong mental health support systems report better academic outcomes and improved well-being among students.
Collaboration Challenges
o Barriers to collaboration between schools and health services, such as resource constraints and differing priorities, need addressing to optimize the role of EPs (Independent CAMHS Review, 2008).
Adopting Innovative Approaches
o Schools and EPs can leverage digital tools and community resources to reach students not currently engaged with traditional services (Murphy & Fonagy,2012)
Evidence of the role of EPs
Collaboration with Schools
Eco-Systemic Approaches
Reducing Stigma
Collaboration with schools
EPs’ involvement in training teachers and supporting systemic interventions has been shown to enhance school readiness to manage mental health issues (Burton et al., 2010). For example, EP-led training on emotional literacy significantly improves educators’ ability to identify and support at-risk students.
Critical Appraisal: While EP training is impactful, its sustainability depends on ongoing support. Without follow-up sessions or continuous professional development, the initial benefits may diminish over time.
Eco-systemic Approaches
EPs use eco-systemic frameworks (Bronfenbrenner, 1979) to assess the interaction of personal and environmental factors influencing mental health. This approach ensures that interventions are holistic and contextually relevant.
Critical Appraisal: Eco-systemic approaches are comprehensive but can be resource-intensive. Schools with limited access to EPs may struggle to implement these strategies effectively, especially for complex cases.
Reducing Stigma
o Studies (e.g., Tew, 2005) highlight that EPs help tackle stigma by involving young people in the design and delivery of mental health initiatives. This participatory approach fosters empowerment and reduces barriers to seeking help.
Critical Appraisal: Although reducing stigma is vital, the success of such initiatives often depends on the broader cultural attitudes within the school and community. EPs may face challenges when working in schools with entrenched stigma or lack of leadership support.
Murphy & Fonagy (2012) Crit ev
Strengths:
Focuses on addressing the underlying causes of emotional and behavioral challenges, rather than just symptoms.
Demonstrates scalability across diverse settings when implemented with EP guidance.
Limitations:
The study highlights the need for ongoing training and supervision for staff, as the effectiveness of trauma-informed practices wanes without sustained professional development.
Evidence relies heavily on case studies and qualitative data, making it harder to generalize findings.
Conclusion: Trauma-informed practices address a critical need for supporting students with adverse experiences. However, sustainability and resource intensity remain significant challenges.
Tew (2005) Crit ev
Strengths:
Addresses a critical barrier to mental health support—students’ reluctance to seek help due to stigma.
Encourages empowerment and ownership among young people, increasing the likelihood of sustained engagement.
Limitations:
The participatory model requires a cultural shift in schools, which may face resistance from traditional leadership styles.
The study provides limited quantitative evidence on stigma reduction, relying mostly on anecdotal and observational data.
Conclusion: Participatory approaches have significant potential to address stigma, but their success depends on the willingness of schools to adapt inclusive and student-centered practices.
