1st Edition

Mental Health and Wellbeing through Schools The Way Forward

Edited By Rosalyn H. Shute, Phillip T. Slee Copyright 2016
    230 Pages
    by Routledge

    230 Pages
    by Routledge

    Mental Health and Wellbeing through Schools brings together international experts from various disciplines to identify and address a range of current challenges in this rapidly-developing field of endeavour.


    The opening chapter details lessons learned from research and practice, outlining some emerging challenges for the effective implementation of mental health initiatives in schools. Subsequent chapters take up the various issues, exploring problems and proposing solutions. Topics fall within four broad areas: 


    Organisational and leadership issues such as dealing with 'wicked' or ‘hard-to-tame’ (complex and resistant) problems and taking a broad public health approach; 

    Teacher-related issues, such as how to integrate programs successfully into schools, and teacher skills and professional learning; 

    The challenges and opportunities of new technologies, including cyberbullying and the use of online, multimedia and mobile resources for both student and teacher learning and support;

    The need for a greater focus on targeted interventions for at-risk students, such as those with disabilities; also addressing ‘hard-to-tame’ problems such as bullying, youth suicide and depression.  


    Mental Health and Wellbeing through Schools will be of interest to those involved in researching, developing, evaluating and implementing mental health initiatives in schools, including academics, practitioners, educators and educational and Mental Health policy makers. It will also be of use to professionals, such as nurses and social workers, concerned with the wellbeing of children and adolescents. The book will have international appeal, with contributors from around the world, experienced in a range of contexts.


    Rosalyn H. Shute is Adjunct Professor of Psychology at both Flinders and Federation Universities (Australia). Her research expertise lies broadly in clinical child psychology and paediatric psychology/child health and wellbeing. She is an experienced teacher of Developmental Psychology, educational and clinical child/paediatric psychology.


    Phillip T. Slee is a Professor in Human Development in the School of Education at Flinders University, Adelaide, Australia. He is a trained teacher and registered psychologist. His main areas of interest include childhood bullying/aggression, mental health and wellbeing, stress and teacher education. He has a particular interest in the practical and policy implications of his research. He and Shute recently co-authored Child Development: Theories and Critical Perspectives.

    PREFACE  CONTRIBUTORS  SECTION 1: Overview of challenges  1. Student mental health programs: Current challenges and future opportunities.Brian Graetz  SECTION 2: Challenges for organisations and leaders  2. Leadership for wicked school mental health problems. Richard Beinecke   3. Supporting schools for the widespread implementation of evidence-based mental health promotion programs: What is needed? Bonnie Leadbeater and Emilie Gladstone   4. Mental health and wellbeing through schools in situations of political conflict and adversity: The Palestinian case. Salwa Massad and Umaiyeh Khammash  SECTION 3: Challenges for teachers  5. Implementing for success in school-based mental health promotion:The role of quality in resolving the tension between fidelity and adaptation. Ann Lendrum, Neil Humphrey and Mark Greenberg  6. "Promotion with parents is challenging." The role of teacher communication skills and parent-teacher partnerships in school-based mental health initiatives. Rosalyn Shute  7. Professional education for teachers and early childhood educators about mental health promotion. Rosalind Murray-Harvey and Helen Askell-Williams   SECTION 4. The challenges and opportunities of new technologies  8. Psychological wellbeing and the use of the Internet in adolescence. Antonella Brighi, Sandra Nicoletti and Annalisa Guarini  9. The use of technology to support young people with mental health issues in schools. Cathy Richards and Jennifer Hughes  10. Using online environments to build school staff capacity to address student wellbeing. Amy Barnes, Natasha Pearce, Donna Cross, Laura Thomas and Phillip Slee  SECTION 5. Targeted interventions  11. Mental health promotion and students with disabilities: The need for targeted interventions. Jane Jarvis and Julie McMillan  12. Issues of bullying and Autism Spectrum Disorder. Alison Wotherspoon, Phillip Slee, Verity Botroff, Jon Martin and Barbara Spears  13. School-based responses to youth suicide. Rosalyn Shute  14. Prevention programs for depression among children and adolescents in Japan: Challenges and opportunities. Shin-ichi Ishikawa, Satoko Sasagawa, Junwen Chen and Cecilia Essau  SECTION 6. Reflections  15. Lessons from monitoring SEL in Israel and California schools.Ron Astor, Gordon Capp, Hadass Moore and Rami Benbenishty  16. Mental health and wellbeing through schools: Thinking big, acting wisely. Rosalyn Shute and Phillip Slee

    ASKELL-WILLIAMS, Helen, BA, Grad.Dip.App.Psych, A.Mus.A, BEd (Spec. Ed. Hons), PhD. Associate Dean of Research, School of Education, Flinders University, South Australia. Director of the Flinders Educational Futures Research Institute. Her research and teaching interests are in Cognitive Psychology and Mental Health Promotion in educational settings. She has recently edited the volume Transforming the Future of Learning with Educational Research (IGI Global). [email protected]

    ASTOR, Ron Avi, PhD. Richard M. and Ann L. Thor Professor of Urban Social Development, School of Social Work and Rossier School of Education, University of Southern California. He has examined the role of the physical, social-organizational, and cultural contexts in schools related to different kinds of school violence (e.g., sexual harassment, bullying, school fights, emotional abuse, weapon use, teacher/child violence). His recent research examines supportive school climates in military-connected schools. [email protected]  

    BARNES, Amy, BA (Hons), MPH. Research Support Officer at the Telethon Kids Institute, University of Western Australia. Her research interests include the social and psychological bases of health behaviour, gendered aspects of young people’s wellbeing, and prevention of bullying and cyberbullying behaviour in primary and secondary Australian schools. [email protected]

    BEINECKE, Richard H., DPA, ACSW. Professor, Suffolk University Institute for Public Service and Suffolk University Healthcare Department. He teaches US health policy, global health, and leadership, is studying mental health responses to the Boston bombings and co-editing three books on change leadership (Sage). Former roles include: principal evaluator of the Massachusetts Behavioral Health Program; co-principal evaluator of Boston HIV/AIDS programs; clinical/management positions in community mental health centers and at Harvard Community Health Plan. [email protected]

    BENBENISHTY, Rami, BSW, MSW, PhD. Professor of Social Work, Bar-Ilan University, Israel. He is interested in the welfare of children. His past work includes research on school violence and climate, and on children and youth at risk, with a focus on children in out of home care. [email protected]

    BOTTROFF, Verity, Dip. T, Ad. Dip. T. (Sp. Ed.), BEd, MEd, PhD. Adjunct Associate Professor, Disability and Community Inclusion, Flinders University, Australia. Professional history includes: Head and Associate Dean School of Special Ed. and Disability Studies; developed first undergraduate and postgraduate courses in Autism Spectrum Disorders (ASD) in Australia. Her research focus on ASD includes social cognition, development of friendships, bullying, and strategies for coping with stress and anxiety. [email protected]

    BRIGHI, Antonella, PhD. Senior Lecturer of Developmental Psychology and Education at Bologna University, Italy. Professional history includes: Professor of Developmental Psychology; coordinator of European and national projects on bullying and cyberbullying; International Research Fellow at Flinders University, Australia. Her research focuses on risk factors, incidences and programs for the prevention of bullying and cyberbullying and for promoting mental health; and social and emotional development from infancy to adolescence. [email protected]

    CAPP, Gordon, MSW, LCSW. PhD student in the School of Social Work, University of Southern California. Professional experience includes teaching public school (elementary and middle) in Colorado, and several years of clinical practice in California as a child and family therapist in community mental health. His research interests include the influence of school environments on mental health outcomes, school climate, and youth resiliency and well-being. [email protected]

    CHEN, Junwen, PhD, Lecturer in the School of Psychology, Flinders University. She held several academic positions at universities in Japan and also worked as a clinical psychologist before joining Flinders. Her research focuses on investigating underlying mechanisms of, and developing and evaluating treatments for, anxiety and depression in adults and adolescents. She has over 60 peer reviewed publications in Japanese and English. [email protected]

    CROSS, Donna, B Ed., Ed D. Winthrop Professor with the Faculty of Medicine, Dentistry and Health Sciences at the University of Western Australia and Telethon Kids Institute; Adjunct Professor, Edith Cowan University. Her research focuses on the development and implementation of school-based interventions to prevent bullying and associated mental health harms among young people. [email protected]

    ESSAU, Cecilia A. Professor of Developmental Psychopathology and Director of Centre for Applied Research and Assessment in Child and Adolescent Wellbeing, University of Roehampton, UK. She obtained her undergraduate and Masters degrees from Lakehead University, her PhD from the University of Konstanz, and her post-doctoral degree (Qualification for tenure-track professorships in Germany) from the University of Bremen. She has authored 180 articles, and authored/edited 17 books on youth mental health. [email protected]

    GLADSTONE, Emilie, BA, MPH. School of Population and Public Health, University of British Columbia, Canada; researcher with the pharmaceutical policy team at the Centre for Health Services and Policy Research. Her research addresses sex and gender disparities in patterns of prescription opioid use and related harms. She has expertise in managing and analysing large population health databases and has worked with Bonnie Leadbeater on the WITS programs. [email protected]

    GRAETZ, Brian, MPsych (Clin), PhD. Until 2015, General Manager at beyondblue, a major national Australian mental health organisation, and Adjunct Senior Clinical Lecturer in the Department of Paediatrics at the University of Adelaide. Professional history includes school teaching, clinical psychology, research and project delivery managing national research projects (e.g., Australian National Child and Adolescent Mental Health Survey) and school-based initiatives in primary schools (KidsMatter) and secondary schools (MindMatters). [email protected]

    GREENBERG, Mark, Ph.D. Bennett Endowed Chair in Prevention Research in Penn State's College of Health and Human Development.  Founding Director of the Prevention Research Center for the Promotion of Human Development; co-author of the PATHS Curriculum (Promoting Alternative Thinking Strategies). His research focuses on developmental psychopathology, wellbeing, and the effects of prevention efforts on children and families.  One current interest is how to help nurture awareness and compassion in our society.  [email protected]

    GUARINI, Annalisa, PhD. Associate Professor of Developmental Psychology at Bologna University, Italy. Professional history includes: Professor of Developmental Psychology and Psychology of Education; coordinator of European and national projects on bullying and cyberbullying; Director of Clinical Service (SERES) for children and adolescents. Her research focuses on risk factors, incidences and programs for the prevention of bullying and cyberbullying, and cognitive and linguistic skills in children with typical and atypical development. [email protected]

    HUGHES, Jennifer, LLB, BA (Hons), MSc, PhD. Chartered Health Psychologist and Assistant Clinical Psychologist at the Child and Adolescent Health Service, Royal Edinburgh Hospital, Scotland. Professional history includes: Head of Clinical Effectiveness; Research Fellow in Cancer Care; provision of child and adolescent psychological interventions. Research areas include: experiences of cancer care, migrant health and access to health services. [email protected]

    HUMPHREY, Neil, BA (Hons), PG Cert, PhD, CSci, CPsychol, FBPsS. Professor of Psychology of Education and Research Director for Education at the University of Manchester, UK.  Neil's research focuses on social and emotional learning, mental health, and special educational needs (particularly autism). He recently completed Social and Emotional Learning: A Critical Appraisal (Sage). [email protected]

    ISHIKAWA, Shin-ichi, PhD. Associate professor in the Faculty of Psychology, Doshisha University, Kyoto, Japan. He obtained his undergraduate and MA degrees from Waseda University and his PhD from Health Sciences University of Hokkaido. He also attended Swarthmore College as a Fulbright scholar. His research has focused on clinical psychology for children and adolescents, especially treatment, prevention, and psychopathology. [email protected]

    JARVIS, Jane, BA, PGDipEdStudies(Psych), M Ed Psych, PhD. Senior Lecturer, School of Education, Flinders University, Australia. Professional history includes: school counsellor, teacher, learning specialist (special education), behaviour intervention specialist, and educational consultant in gifted education, special education, and disability services in Australia and the United States. Jane currently works with schools in Australia and overseas on differentiating curriculum and instruction to meet the needs of diverse learners. [email protected]

    KHAMMASH, Umaiyeh, is a Palestinian medical doctor and senior public health specialist with over 30 years of experience in running various local and international health programs.  Currently he serves as the Chief of Health Programs for the United Nations Relief and Works Agency (UNRWA) in the West Bank. He integrated mental health into primary health care and established the family & child protection model in the UNRWA Health system. [email protected]

    LEADBEATER, Bonnie, PhD. Professor in psychology at the University of Victoria, Canada. She holds degrees in Nursing and Educational Psychology from the University of Ottawa and in Developmental Psychology from Columbia University, New York. She has made internationally recognised contributions to research on adolescent parenting, emerging adulthood, adolescent depression, resilience in high-risk youth, and the prevention of peer victimisation in elementary school children. [email protected]

    LENDRUM, Ann, BSc (Hons), PhD. Lecturer and program director of the Psychology of Education Master’s programme at the Manchester Institute of Education, University of Manchester, UK. Her research focuses on the implementation of school-based social and emotional learning interventions. Recent work includes an evaluation of the Promoting Alternative Thinking Strategies (PATHS) program in English primary schools. She is currently leading a feasibility study of Second Step in the UK. http://www.manchester.ac.uk/research/ann.lendrum/

    MARTIN, Jon, BA (Hons - Psych), Grad Dip Psych Prac, Grad Cert HRM, MAICD, Registered Psychologist (Non Practising), CEO Community Support Incorporated. Jon has 17 years of service with Autism SA (South Australia), being CEO from 2003 to 2014. He has been involved in various national projects including autism training for the education sector and hosting the third Asia Pacific Autism Conference in August 2013, attracting 1300 delegates from 20 countries. [email protected]

    McMILLAN, Julie, BTeach, MEd, PhD. Senior Lecturer, School of Education, Flinders University. Previously at University of Illinois and teacher of students with disabilities. Her research interests include teacher professional learning and the effect of service provision and practice on student outcomes, specifically in the areas of augmentative and alternative communication, assistive technologies, and instruction of students with complex support needs. [email protected]

    MASSAD, Salwa, MCPH, PhD. Research manager at the World Health Organization Palestinian National Institute of Public Health and Adjunct Associate Research Scientist at the Institute of Human Nutrition, Columbia University/US. She has worked as assistant professor at BirZeit University, research officer at UNRWA, and at Juzoor for Health and Social Development. Research interests: mental health, quality of life, nutrition, non-communicable diseases, mortality statistics, HIV research, and monitoring and evaluation. [email protected]

    MOORE, Hadass, MSW. PhD student, School of Social Work, University of Southern California. Professional experience includes: counsellor and teacher of high-school individuals who immigrated to Israel; therapist and case manager in a mental-health transition home in Israel; social worker with refugees and victims of torture.  Her research interests include: conflict zones with the emphasis on gender; cultural diversity among adolescents and children in the education system; military social work. [email protected]

    MURRAY-HARVEY, Rosalind, BEd, MEd, PhD. Adjunct Professor in the School of Education at Flinders University, Adelaide, Australia. Research and teaching interests are in educational and developmental psychology. Peer-reviewed journal article and book chapter publications and reports that draw on research involvement in national mental health promotion evaluations have focused on teacher professional learning and innovative research methodologies. www.flinders.edu.au/people/rosalind.murray-harvey

    NICOLETTI, Sandra M.E., Psychologist – Psychotherapist, Research Assistant in Developmental Psychology at Department of Educational Sciences – University of Bologna. Professional history includes: Adjunct Professor of developmental and educational psychology at the University of Bologna; teacher of clinical psychology at the School for Specialization in Psychotherapy. Expert in traumatic stress and conflict management. Her research focuses on characteristics and diffusion of bullying and cyberbullying and implementation of support programs for children at risk of violence. [email protected]

    PEARCE, Natasha, BAppSc, PGDip Health Promotion, PhD. Honorary Research Fellow at the Telethon Kids Institute, University of Western Australia. Her research interests are child and adolescent wellbeing, school-based health promotion and using knowledge translation and implementation science to achieve real world impact from evidence-based interventions. She is part of the Global Implementation Society Development Committee within the Global Implementation Initiative and part of the Australian Implementation Network. [email protected]

    RICHARDS, Cathy, BSc (Hons), MSc. Lead Clinician and Head of Psychology, Child and Adolescent Mental Health Service, NHS Lothian Scotland. Professional history includes: chair of the Scottish CAMHS Lead Clinicians network, external advisor for Preventing Depression and Improving Awareness through Networking in the EU intervention program. Her interests include developing low intensity resources such as healthy reading for public libraries and websites for young people (www.edinburgh.gov.uk/healthyreading; www.depressioninteenagers.com; www.stressandanxietyinteenagers.com). [email protected]

    SASAGAWA, Satoko, PhD from Waseda University, Japan (2007). She has published many articles in the area of clinical psychology, developmental psychopathology, and cross-cultural research. Areas of interest include treatment and prevention/early intervention for mental disorders, as well as cultural diversity in the presentation of psychological symptoms. She also has a strong background in psychological statistics. She is currently a full-time lecturer at Mejiro University, and devotes significant time to treating patients clinically. [email protected]

    SHUTE, Rosalyn, BSc (Hons), PhD. Adjunct Professor of Psychology at Flinders University and Federation University, Australia. Professional history includes: university Head of Psychology; teacher of developmental and clinical child psychology; coordinator of clinical and educational psychology postgraduate programs; paediatric psychologist. She researches peer victimisation and psychosocial aspects of child health. She and Phillip Slee recently completed Child Development: Theories and Critical Perspectives (Routledge). [email protected]

    SLEE, Phillip T., BEd, PhD. Professor of Human Development, School of Education, Flinders University. Trained teacher and registered psychologist. Director of the Student Wellbeing and Prevention of Violence (SWAPv) Research Centre at Flinders. He has published extensively on child development, mental health and wellbeing, bullying, school violence and stress, and produced educational resources (videos and resource packages). He is currently undertaking several international research projects on school violence. [email protected]

    SPEARS, Barbara, DipT, BEd, MEd, PhD. Senior Lecturer, School of Education, University of South Australia. Research areas include cyberbullying; covert bullying; bullying behaviours; girls' friendships and peer relationships, conflict management, negotiation, and wellbeing. Recent publications include Costabile, A., & Spears, B. A., (Eds.) (2012), The Impact of Technology on Relationships in Educational Settings. London: Routledge. [email protected]

    THOMAS, Laura, BSc, MPH, PhD. Senior Lecturer, Edith Cowan University. Professional history includes: Deputy Head, Child Health Promotion Research Centre, Edith Cowan University; tutor of research methods and project units; youth health promotion coordinator. Her research focuses on youth engagement and mental health and wellbeing promotion. [email protected]

    WOTHERSPOON, Alison, BA, Dip Ed, PhD. Head of Screen and Media and Senior Lecturer, Flinders University, South Australia. She has worked in film and television at the BBC, Film Australia, ABC, and SBS, studied Producing at AFTRS and worked as an independent producer in Sydney. She is currently in production for a series of documentaries on bullying research in India. Her most recent work is the series Asperger's and Bullying. Her educational resource Come into My World, about Alzheimer's, was nominated for an ATOM award in 2009. [email protected]





    Rosalyn H. Shute is Adjunct Professor of Psychology at both Flinders and Federation Universities, Australia. Her research expertise lies broadly in clinical child psychology and paediatric psychology/child health and wellbeing. She is an experienced teacher of developmental psychology, educational and clinical child/paediatric psychology.

    Phillip T. Slee is  Professor in Human Development at the School of Education at Flinders University, Adelaide, Australia. He is a trained teacher and registered psychologist. His main areas of interest include childhood bullying/aggression, mental health and wellbeing, stress and teacher education. He has a particular interest in the practical and policy implications of his research. He and Shute recently co-authored Child Development: Theories and Critical Perspectives.

    "This is a timely, well-written and researched book, which has tremendous positive implications for the future mental health and well-being of children world-wide, and will be of special interest to the whole school community."  - Dr Marilyn Campbell MAPS, Professor, School of Cultural and Professional Learning, Queensland University of Technology

    "A growing number of children and young people struggle with a range of mental health issues in today’s complex and changing world. This book provides compelling evidence for the value of programmes that promote emotional health and well-being on a large scale in schools. The international team of authors, each one widely-respected in the field, explores critical aspects involved in the implementation of such programmes across nations and addresses the many challenges that face educators and healthcare professionals in the task. This timely book is essential reading for researchers, practitioners, managers and policy-makers." – Helen Cowie, Emeritus Professor, Faculty of Health and Medical Sciences, University of Surrey

    "Now that schools are taking a more central role in the promotion of mental health and wellbeing of children and young people, this book is a timely invaluable resource for educational authorities, teacher educators, school leaders, teachers and other educators and researchers. Through the varied contributions of key researchers and practitioners in the field, this book discusses the various challenges faced by those working in this area and suggests how such challenges may be turned into opportunities for the promotion of mental health and wellbeing through schools." - Prof Carmel Cefai PhD (Lond.),CPsychol FBPsS Head, Department of Psychology, Director, Centre for Resilience & Socio-Emotional Health, University of Malta

    Many guides focus on the prevention of school bullying. Few have been designed to take the challenge the other way round, that is to promote mental health for children through schools. Mental health and wellbeing through schools: the way forward is THE indispensable guide to improve the school experience and beyond of students and to implement interventions effectively. It provides a sound analysis of what works and most importantly under which conditions. Prompted by the Student Wellbeing and Prevention of Violence (SWAPv) at Flinders University, this book is an invaluable contribution to a sensible evidence-based approach for intervention in schools and will no doubt be a source of inspiration and effectiveness for policy makers, school staff and researchers towards children’s wellbeing. - Pr. Catherine Blaya, Chair of the International Observatory of Violence in Schools.