Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People. book cover
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Mental Health and Academic Learning in Schools
Approaches for Facilitating the Wellbeing of Children and Young People.




ISBN 9781138232976
Published September 4, 2019 by Routledge
192 Pages

 
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Book Description

Mental Health and Academic Learning in Schools: Approaches for Facilitating the Wellbeing of Children and Young People investigates the many areas impacting on young people’s learning and mental health in a unified manner. Offering a new model for teaching, learning and connecting with young people, it provides compelling evidence about the intertwined nature of students’ academic performance, mental health and behaviour.

The book presents integrated models and strategies that serve to enhance student learning and promote wellbeing. Chapters explore issues relating to classroom management, school culture and leadership, staff wellbeing, pedagogy, inclusion and the curriculum. Placing students at the centre of decision making, the book showcases innovative models and strategies that schools might use for preventing problems, engaging students and identifying and addressing learning or mental health problems that some students might experience.

This book will appeal to academics, researchers and post-graduate students in the fields of mental health and education, and will also be of interest to school counsellors, educational psychologists and those working with young people in schools.

Table of Contents

Chapter 1: Alice’s story

Chapter 2: The role of schools in promoting children’s mental health

2.1 Introduction

2.2 The role of schools

2.3 A question of priorities

2.4 Key terms and concepts

2.4.1 Mental illness

2.4.2 Social and emotional wellbeing

2.4.3 Mental health promotion, prevention and intervention

2.5 Why should schools be involved in promoting children’s mental health?

2.5.1 Prevalence of children’s mental illness

2.5.2 Causes of mental illness

2.5.3 Lack of support for children’s mental health concerns

2.5.4 Schools can make a positive difference

2.5.5 Inseparable relationship between school success and mental health

2.5.6 Economic arguments

2.5.7 Equality

2.6 Finally…

2.7 References

Chapter 3 The relationship between mental illness, wellbeing and academic achievement

3.1 What is academic success and failure?

3.2 Why do some children fail at school?

3.3 A sequence of experiences

3.3.1 The adjustment erosion model

3.3.2 The academic incompetence model

3.3.3 Shared risk model

3.4 Socio-economic factors, academic performance and academic achievement

3.5 Influence of schools on mental health and academic achievement

3.6 What does this mean for schools?

3.7 References

Chapter 4 Towards a school wide model for supporting students’ mental health and academic learning

4.1 Programs to support students’ mental health and academic learning

4.1.1 Social and emotional learning (SEL) programs

4.1.2 Academic learning programs

4.1.3 Programs that target student behaviour

4.1.4 Programs to promote a positive school environment

4.2 One to one counselling services

4.3 The evidence base

4.4 The rationale for developing a whole school, integrated approach for supporting children’s academic learning and mental health needs

4.5 Tiered approaches

4.6 Examples of whole school, integrated approaches

4.7 A tiered system of common evidence based practices

4.8 Problems and future opportunities for whole school approaches for supporting children’s academic learning and mental health

4.9 References

Chapter 5 School culture and climate

5.1 School size

5.2 Screening

5.2.1 At risk students

5.3 A help seeking school

5.4 Leadership

5.4.1 Vision and policies

5.5 School connectedness

5.6 Cultural competence and sensitivity

5.7 Safe schools

5.8 Relationships

5.8.1 Student-student relationships

5.8.2 Teacher-student relationships

5.9 References

Chapter 6 Reconceptualising student behaviour

6.1 The relationship between learning, mental health and behaviour

6.2 What is challenging behaviour?

6.3 Models of classroom management: what’s our end goal?

6.4 Teach more, manage less

6.5 Promoting behaviour conducive to learning

6.6 ‘Consequences have consequences’ (Lewis, 2015)

6.7 Motivating students

6.8 An approach based on mutual respect

6.9 References

Chapter 7 Teaching and learning

7.1 How excellent teachers teach

7.2 Feedback and assessment

7.3 Mental health topics

7.4 Teaching social and emotional skills

7.4.1 How to purposefully teach social and emotional skills

7.4.2 Social and emotional learning programs

7.4.3 Criticisms of social and emotional learning programs

7.5 Teachers as role models

7.6 References

Chapter 8 Partnerships

8.1 Professional collaborations

8.2 Models of collaborations

8.2.1 The referral process

8.3 Family partnerships

8.4 Children and youth

8.5 References

Chapter 9 Inclusivity: celebrating diversity

9.1 Why is inclusion important?

9.1.1 Gender diversity

9.2 Inclusive education benefits all students

9.2.1 Attainment grouping

9.3 Basic principles of an inclusive education

9.4 How to be inclusive

9.4.1 Students at the centre

9.4.2 Teachers’ beliefs

9.4.3 Teachers’ knowledge

9.4.4 Teachers’ practices

9.4.5 Policy, school leadership and systems

9.5 References

Chapter 10 Staff wellbeing: school staff have feelings too

10.1 Teacher social and emotional competence

10.2 Teacher and principal stress and wellbeing

10.3 Teachers’ (potentially stressful) role in promoting young people’s mental health and wellbeing

10.4 Promoting the wellbeing of school staff

10.5 References

Chapter 11 Trauma informed schools

11.1 Trauma and its impact on young people

11.2 Schools and trauma

11.3 School based formal programs

11.3.1 Trauma sensitive school environments

11.4 Managing specific traumatic events

11.5 Crisis plans

11.6 Pulling it all together

11.7 References

Chapter 12 Making a difference: Are we there yet?

12.1 What should schools be doing? Evidence based programs and practice based evidence

12.2 The place of monitoring and evaluation

12.3 Action research cycle

12.4 Reflective practice

12.5 Just do it

12.5.1 It’s about attitude

12.5.2 Take home messages

12.3 Student voice

12.3.1 Children and youth: what makes a happy school?

12.4 References

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Author(s)

Biography

Andrea Reupert is the Director of Psychology Programs in the Faculty of Education, Monash University, Australia.