School-based interventions
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Short Research Article: RESEED – the perceived impact of an enhanced usual care model of a novel, teacher-led, task-shifting initiative for child mental health
Paper from the CAMH journal – ‘We explore the perceived impact of RESEED (Responding to Students’ Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines). After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs).’ Setareh Ekhteraei (pic) et al.
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Editorial Perspective: Missing the context: The challenge of social inequalities to school-based mental health interventions
Open Access paper from JCPP Advances – ‘We describe how social inequalities present a challenge to designing school-based interventions for prevention and promotion for mental health and wellbeing, and suggest priorities to aid and evaluate their effectiveness’. Karen L. Mansfield (pic) et al.
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Short Research Article: Promoting digital citizenship through a school-based intervention in early adolescence in Perú (a pilot quasi-experimental study)
Paper from the CAMH journal 2023 Special Issue – “We piloted a translation and cultural adaptation of a DC curriculum originally designed for the U.S. with students in Perú”. Lucía Magis-Weinberg (pic) et al.
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Review: School-based mental health literacy interventions to promote help-seeking – a systematic review
Open Access paper from the CAMH journal – “The aim of this review is to identify and synthesise evidence on the effectiveness of school-based mental health literacy interventions in improving help-seeking outcomes”. Karen Kei Yan Ma et al.
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Long-term impact of a mental health literacy resource applied by regular classroom teachers in a Canadian school cohort
Paper from the CAMH journal – “Application of evidence-based mental health literacy (MHL) curriculum resources by classroom teachers has been demonstrated to significantly improve knowledge and decrease stigma in the short term.” Yifeng Wei et al.
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Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study
Paper from the CAMH journal – “This study is the first to examine TDM (a daily one mile outdoor run/walk performed at a self-selected pace during school hours) on mental health, self-esteem and self-perceived competence of elementary schoolchildren”. Anke Arkesteyn et al.
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How effective are tools to help school staff better respond to young people who self-harm?
Aureliane Pierret and colleagues at the University of Cambridge carried out a systematic review into the effectiveness, feasibility and acceptability of interventions and tools to support school staff to better respond to young people who disclose self-harm.
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Are children of any age susceptible to suicidal behaviour?
Mei-Sing Ong and colleagues in the USA and Canada have investigated the risk factors for suicide attempt in a large cohort of children, adolescents, and young adults with mental health disorders.
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World Mental Health Day 2020: Mental Health for all
The theme of this year’s World Mental Health Day is ‘mental health for all’. Our Vision is ‘Sharing best evidence, improving practice’, and to this end we urge you to take a look at the learning opportunities on our website and to share with your networks.
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Associate Professor Mina Fazel ‘Child refugee mental health needs’ – In Conversation
Associate Professor Mina Fazel talks child refugee mental health, the predominant symptoms seen in this group, and how are these children and young people can be best supported.
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