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International Survey of Principals

Interconnexions Project

International Survey of Principals Concerning Emotional and

Mental Health and Well-Being (EMHWB)

 

Dear School Principal/School Leader,

You are invited to complete a short survey designed to identify your needs in the area of school mental health and well-being. This survey is a first step of the Interconnexions project of the International Confederation of Principals (ICP) and the International Alliance for Child and Adolescent Mental Health and Schools (Intercamhs). Your response, as part of a global data collecting activity, will be used to develop strategies to assist you in the challenges you face in school mental health and well-being.

There are 3 ways you can complete the survey:

1. Complete and submit the survey online (our preferred method).

2. Download the survey as a Word document, save your file and send it as an email attachment to [email protected]

3. If you have limited access to a reliable internet connection or do not have Microsoft Word, download and print the survey as a Word document or PDF and fax to +1-617-527-4096 or mail to:

Intercamhs c/o Cheryl Vince Whitman

55 Chapel Street

Newton, MA 02458-1060

USA

Completing the survey should take no more than 15 minutes of your time. Results are anonymous and will be posted on the ICP website and used for planning purposes. Below we offer some definitions to assist you. For more details about definitions and a whole school approach to mental health, please visit the Intercamhs website. Deadline for survey submission is 30 June 2008.

Addressing emotional and mental health issues for students and their families is critical for learning and quality of life. Mental health and well-being is also a critical workplace issue for all staff. Based on the findings of this survey, ICP and Intercamhs will develop strategies such as education and training materials for school principals/leaders.We greatly appreciate your assistance. Thank you in advance for your reply.For questions, please contact Professor Louise Rowling, President, Intercamhs ([email protected]) or Cheryl Vince Whitman, Vice President, Intercamhs ([email protected]).

Sincerely,

Louise Rowling, President, Intercamhs

Cheryl Vince Whitman, Vice President, Intercamhs

_______________________________________________________________________________

Definitions of mental health, mental health promotion, mental health difficulties and prevention of disorders:

Mental health is the capacity of individuals and groups to interact with one another and the environment in ways that promote subjective well being, the optimal development and use of cognitive, affective and relational abilities, the achievement of individual and collective goals consistent with justice (Australian Health Ministers 1998 p.26).

Mental health promotion seeks to improve school psychosocial environments, skills-based health education for social, emotional learning and brings resources and programs to all students to promote health, successful teaching and learning and academic success (www.intercamhs.org).

Mental health difficulties involves a broad range of emotional and behavioural difficulties that cause concern or distress and frequently affect children’s learning at school as well as their behaviour at home, at school and with peers (KidsMatter 2007).

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General Information

Research and Data

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General Information

Mental Health: Strengthening Mental Health Promotion
http://www.who.int/mediacentre/factsheets/fs220/en/index.html
(WHO, 2001) The World Health Organization offers definitions of “mental health”, elements of strong mental health promotion policies and programs, and related WHO initiatives.

Research and Data

Curricula to Promote Mental Health in Schools

School-Based Mental Health, An Empirical Guide for Decision-Makers (Kutash, K., Duchnowski, A. and Lynn, N., 2006)
The aim of this monograph is to contribute to the dialogue that addresses barriers preventing school-based mental health services from meeting the hoped for potential to improve service effectiveness and capacity. It briefly reviews the history of mental health services supplied in schools, summarizes the major conceptual models that currently influence the implementation of services, and provides an overview of the evidence-base for school-based interventions. The monograph also reviews federal policies and funding strategies that affect the implementation of services. It closes with specific recommendations for increased accountability and the use of evidence-based practices in the field through the adoption of the pubic health model for implementing effective school-based mental health services.

The Resilient Families Program (Shortt, A., Toumbourou, J., Chapman, R. and Power, E., 2006)
Resilient Families is a school-based prevention program designed to help students and parents develop knowledge, skills and support networks to promote health and wellbeing during the early years of secondary school. The program is designed to build within-family connectedness (parent–adolescent communication, conflict resolution) as well as improve social support between different families, and between families and schools. It is expected to promote social, emotional and academic competence and to prevent health and social problems in youth.

Developing an International Mental Health Promotion Programme for Young Children (Bale, C. and Mishara, B., 2004)
Several researchers have insisted upon the importance of training young children in order to prevent adaptation problems later in life. Yet most mental health promotion programmes are aimed at adolescents and older children, even though children of that age have already learned their basic patterns of coping and social behaviour. Zippy’s friends is a school-based programme for six and seven year olds. It has been developed specifically to help children, with different abilities and backgrounds, and in diverse countries and cultures, to expand their range of effective coping skills. Extensive evaluation has demonstrated the programme’s effectiveness and it is now being expanded internationally.

Implementation of a School Based Mental Health Promotion Programme in Ireland (Byrne, M., Barry, M. and Sheridan, A., 2004)
This paper reflects on the challenges associated with developing, implementing and evaluating a universal curriculum-based module promoting positive mental health for 15-18 year olds in Irish schools. The module consists of 13 classroom sessions over two years, and uses experiential learning techniques to address issues such as coping strategies and sources of support. The paper is structured around the implications of a conceptual model of implementation for school-based preventive interventions developed by Greenberg et al (2001b), covering three phases of programme implementation: pre-adoption – adapting principles of best practice to local circumstances, teacher training; deliver – school ethos, stakeholder involvement, measuring implementation, selecting appropriate outcome indicators, designing an activity-based evaluation workshop for students; and post-delivery – development of quality indicators for teachers to use on an ongoing basis, scaling-up issues.

The Sustainability of Mentally Healthy School Initiatives: Insights from the Experiences of a Co-Education Secondary School in Aotearoa/New Zealand
(Dickinson, P., Neilson, G. and Agee, M., 2004)
Developing mental health promotion and education approaches requires innovation, partnerships, collaboration and, above all, passion and commitment to the healthy development of young people. This article, based on the story of an urban secondary school in Aotearoa/New Zealand, provides background information on the Mentally Healthy Schools initiative and an overview of a range of approaches implemented to promote, educate and support the mental health of students and staff. The paper concludes by highlighting the key features that appear to be critical to the sustainability of school-based initiatives to promote the mental health of young people.

Building Capacity for System-Level Change in Schools: Lessons from the Gatehouse Project (Bond, L., Glover, S., Godfrey, C., and Patton, G., 2001)
The Gatehouse Project is an innovative, comprehensive approach to mental health promotion in secondary schools. It sets out to promote student engagement and school connectedness as the way to improve emotional well-being and learning outcomes. The key elements of the whole-school intervention are the establishment and support of a school-based adolescent health team; the identification of risk and protective factors in each school’s social and leaning environment from student surveys; and, through the use of these data, the identification and implementation of effective strategies to address these issues. This article describes and accounts for how system-level changes have been made in schools through a process of capacity building.

MindMatters, a Whole-School Approach Promoting Mental Health and Wellbeing
(Wyn, J., Cahill, H., Holdsworth, R., Rowling, L. and Carson, S., 2000)
Educational interventions that have a multi-disciplinary base that aim to capture the elements of whole school change require evaluation designs and methods that can capture and provide evidence of change, not only in the elements but also their interaction. In the dynamic environment of schools, evaluation designs that engage participants and are respectful of school conditions can support and enhance desired outcomes. Evaluation of school mental health promotion needs to provide evidence of both mental health outcomes and educational outcomes. The challenge is how to focus on what evidence is valued – evidence based practice and/or practice evidence. This presentation will describe how the multiple approaches employed in the evaluation of MindMatters addressed these challenges, and provide some recommendations for future practice.

Participatory Model of Mental Health Programming: Lessons Learned from Work in a Developing Country (Nastasi, Bonnie K., Varjas, Kristen, Sarkar, Sreeroopa, Jayasena, Asoka, 1998)
Participatory action research provides a framework for conceptualizing the development of mental health programs in schools and communities. A participatory intervention model is best characterized by a collaborative process in which the partners together create interventions to facilitate individual and cultural change. In this article, we describe the application of a participatory model for creating school-based mental health services in a developing country where such services are non-existent. In particular, we describe the process of identifying individual and cultural factors relevant to mental health in the target culture.

WHO Mental Health Atlas
http://www.who.int/mental_health/evidence/atlas/
(WHO, 2008) “Project Atlas of the Department of Mental Health and Substance Abuse is designed to collect, compile and disseminate data on mental health and neurology resources in the world. Resources include policies, programmes, financing, services, professionals, treatment and medicines, information systems and related organizations. These resources are necessary to provide services and care for people with mental, behavioural and neurological diseases/disorders.”

Mental Health: Strengthening Mental Health Promotion
http://www.who.int/mediacentre/factsheets/fs220/en/index.html
(WFMH, 2004) Results of survey done on families of children with ADHD across Australia, Canada, Germany, Italy, Mexico, The Netherlands, Spain, UK and USA. Data shows high level of parent concern about impact of ADHD on child’s social and academic development. Also indicates average time to acquire diagnosis was 2 years. Summary of key findings available for each country; Report and PPT available in English, Spanish, German Russian.

World Federation for Mental Health
http://www.wfmh.org/01Links.htm
(WFMH, 2007) “The WFMH is an international membership organization founded in 1948 to advance, among all peoples and nations, the prevention of mental and emotional disorders, the proper treatment and care of those with such disorders, and the promotion of mental health.” The link above takes you directly to a wealth of resources available on the WFMH website.

The Scientific Base Linking Social and Emotional Learning to Academic Success
http://www.casel.org/downloads/T3053c01.pdf
(CASEL, 2004) This article appears as the first chapter in the book Building academic success on social and emotional learning. Authors discuss the various domains which define SEL (social and emotional learning), including: self-awareness, social awareness, responsible decision making, self-management and relationship management. Authors offer key recommendations for addressing SEL in a school setting through: SEL-targeted curricula, integrating SEL skill building in school, promoting a supportive environment, altering the instructional approach to integrate SEL, creating partnerships between parents, teachers and students, and involving students experientially in the learning process.

Planning Tools

Creating an Environment for Social and Emotional Wellbeing
http://www.who.int/school_youth_health/media/en/sch_childfriendly_03.pdf
(EDC, 2003) A Psychosocial Environment assessment tool for schools to determine how supportive schools are to girls and boys. Tool can be used by teachers, administrators or other staff to assess 7 quality areas

  • Providing a friendly, rewarding and supportive atmosphere;
  • Supporting cooperation and active learning;
  • Forbidding physical punishment and violence;
  • Not tolerating bullying, harassment and discrimination;
  • Valuing the development of creative activities;
  • Connecting school and homelife through involving parents;
  • Promoting equal opportunities and participation in decision-making.

Includes tools for discussion of results with parents and other community members.

Council for Global Education Website
http://www.globaleducation.org
How well does the Intercamhs definition represent your work?
Which type(s) of MH intervention do you address in your work?
Join the webboard discussion: http://boards.edc.org:
8080/~intercamhs-public
This site describes a model which can be useful to frame efforts to prevent violence in a school or community. Building on principles of character education, this model goes further to suggest that educatio should also encompass “universal values, global understanding, excellence in all things, and service to humanity.”. Maintains a list of organizations that promote peace in many countries around the world.

Health Schools website
http://www.safehealthyschools.org
This site describes comprehensive school health (CSH) — also called “health promoting schools” and “coordinated school health” in other parts of the world. Offers a library of information on the elements of a CSH program, guidelines to develop school policies, and tools to assess progress. Practitioners will find practical guides, lesson plans and webquests for use with youth. This site offers a subscription to an online newsletter summarizing key information and trends. Available in both French and English.

European Network of Health Promoting Schools
http://www.euro.who.int/ENHPS
Supported by WHO Europe, Council of Europe and the European Commission, this organization publishes on issues related to a “health promoting school”– implementing practices to achieve a health promoting school; “Alcohol use among young Europeans”; manuals on healthy eating; guides for evaluation.

National Center for Mental Health Promotion and Youth Violence Prevention
http://www.promoteprevent.org
This website provides resources and publication on various aspects of mental health prevention. Each Resource Page contains links to selected publications, websites, online events, and other resources that were selected for their value to grantees. Resources focus on either a specific activity (such as funding, evaluation, or social marketing) or on an issue (such as mental health, suicide, or gangs).

Categories
Support

InterCAMHS :: Welcome – Ephedra

InterCAMHS :: Welcome – Ephedra

Welcome to Intercamhs

Intercamhs is a new international alliance that aims to promote the mental health and wellbeing of children and young people.

Already, we have 278 members from 32 countries and membership is growing rapidly. Intercamhs brings together a wide range of professionals from all over the world, each with their own expertise and experience.

On this website you can:

This website is new and is being expanded all the time, so bookmark it and come back soon.

Better still, join Intercamhs now.

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Support

InterCAMHS :: Copyright

InterCAMHS :: Copyright

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Copyright

All information on this website is protected by copyright. You may not reproduce any part of this website without prior written permission from Intercamhs. To request this permission, please contact us. It may be a condition of any permission granted that your use is for not-for-profit purposes and, for any web publications, that you will maintain a link to our homepage.

Please note that some of the copyright works on this site are the property of third parties and we may not grant license for use of these works.

Disclaimer

Although we have taken great care in the preparation of this website and update the contents regularly, Intercamhs assumes no responsibility for errors or omissions and assumes no liability for the consequences of using the information on this website. This disclaimer does not exclude liability for death or personal injury as a result of negligence.

Intercamhs is not responsible for the contents of any off site pages referenced on this website or links to other websites.

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Journal

Journal

Advances in School Mental Health Promotion

Advances in School Mental Health Promotion emphasizes the interconnectedness of research, policy, training and practice and the opportunities to make progress in all these areas through global dialogue, collaboration and action. Mark Weist (University of Maryland School of Medicinel) and Michael Murray (The Clifford Beers Foundation) are the editors, supported by a distinguished international editorial board.

The inaugural issue (October 2007) is now available as a free download (pdf format, 402KB). To view/download the file, click here(to save the file it may be necessary to right click on the link and choose ‘save as’ from the popup menu)

The contents of the most recent issue are listed below:

Volume 2, Issue 1: January 2009

An Examination of Childhood Anxiety, Depression and Self-Esteem across Socioeconomic Groups: A Comparison Study between High and Low Socioeconomic Status School Communities

Lara Farrell, Anouk Sijbenga and Paula Barrett, pps 5-19

Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines

Aaron R. Lyon and Sheldon Cotler, pps 20-34

Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents

Patricia C. Broderick and Stacie Metz, pps 35-46

Minding the Mind: The Effects and Potential of a School-Based Meditation Programme for Mental Health Promotion

Jonathan Campion and Sharn Rocco, pps 47-55

A Research and Development Framework for the School Drop-out Problem

Hal A. Lawson, pps 56-67

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International Journal of Mental Health Promotion

The International Journal of Mental Health Promotion published a special issue in summer 2004, reflecting the themes of Intercamhs’ first International Meeting.

Here are brief synopses of the articles that were included in the special issue, together with the authors’ names.

Promoting the Growth, Improvement and Sustainability of School Mental Health Programs Worldwide

Mark Weist, Maryland, United States; Louise Rowling, Sydney, Australia

This introductory article reviews the development, vision, principles and aims of the International Alliance for Child and Adolescent Mental Health and Schools (Intercamhs’), a network of more than 250 people from 26 countries involved in whole-school mental health promotion. Global issues related to child and adolescent mental health promotion and schools are discussed, including those related to language, collaborative practice and partnerships, involvement of young people and families, and research. An overview of the inaugural meeting of Intercamhs’ held in Portland, Oregon in October, 2003 is presented, along with reviews of seven additional papers and commentary included in this special issue.

Building a Sustainable Approach to Mental Health Work in Schools

Michael Murray, Stafford, England; Katherine Weare, Southampton, England

Sustainability is a major challenge to mental health work in schools, and many initiatives started by well-meaning individuals and agencies fade quickly. This paper outlines some key actions that can be taken to ensure that mental health work is sustained, as well as introduced, in schools. These actions include demonstrating that mental health work meets educational goals such as learning and the management of behaviour, using a positive model of mental well-being to which it is easy for those who work in schools to relate, using mental health experts as part of a team, forging alliances with other agencies and working with a whole-school approach. Such approaches are more likely to meet the needs of people with more severe mental problems and provide a more stable platform for specialist interventions than targeted programmes. The paper goes on to suggest some practical steps to sustain work at the school level. These steps include assessing the current position, developing the vision, identifying the gaps, determining readiness and assessing the scene for change, securing consensus, planning the change, establishing criteria, and managing, evaluating and maintaining the change.

Implementation of School-Based Mental Health Promotion Programme in Ireland

Mary Byrne, Margaret Barry & Anne Sheridan, Galway, Ireland

This paper reflects on the challenges associated with developing, implementing and evaluating a universal curriculum-based module promoting positive mental health for 15-18 year olds in Irish schools. The module consists of 13 classroom sessions over two years, and uses experiential learning techniques to address issues such as coping strategies and sources of support. The paper is structured around the implications of a conceptual model of implementation for school-based preventive interventions developed by Greenberg et al (2001b), covering three phases of programme implementation: pre-adoption – adapting principles of best practice to local circumstances, teacher training; delivery – school ethos, stakeholder involvement, measuring implementation, selecting appropriate outcome indicators, designing an activity-based evaluation workshop for students; and post-delivery – development of quality indicators for teachers to use on an ongoing basis, scaling-up issues.

Developing an International Mental Health Promotion Programme for Young Children

Chris Bale, Surrey, England, and Brian Mishara, Montreal, Canada

Several researchers have insisted upon the importance of trainig young children in order to prevent adaptation problems later in life. Yet most mental health promotion programmes are aimed at adolescents and older children, even though children of that age have already learned their basic patterns of coping and social behaviour. Zippy’s Friends is a school-based programme for six and seven year olds. It has been developed specifically to help children, with different abilities and backgrounds, and in diverse countries and cultures, to expand their range of effective coping skills. Extensive evaluation has demonstrated the programme’s effectiveness and it is now being expanded internationally.

A Framework for School-Based Mental Health Promotion with Bicultural Latino Children: Building on Strengths to Promote Resilience

Caroline S Clauss-Ehlers, New Jersey, United States

Biculturalism is presented as a model of acculturation that challenges linear models of cultural acquisition. Biculturalism is considered a viable alternative for how we conceptualize living at the jucture of two cultures. Different acculturative styles are discussed that include alienation/ marginalization, separation, assimilation and biculturalism. Literature on the stressors and strengths that relate to bicultural experience is reviewed. A framework for building initiatives for bicultural Latino children that addresses these unique stressors and works to enhance strengths is introduced. Directions for future research are emphasized.

Differences Between Novice and Expert Teachers’ Undergradute Preparation and Ratings of Importance in the Area of Children’s Mental Health

James R Koller, Steven J Osterlind, Kami Paris & Karen J Weston, Columbia, United States

Public school teachers are increasingly faced with students in the classroom who present with mental health issues. Additionally, there is growing concern for the use of more evidence-based mental health prevention efforts in schools for all students. This article reviews a research survey developed and validated psychometrically to assess teachers’ awareness of mental health issues, and to document the degree of relevant mental health traing they received in their university preparatory training program. The survey was administered to two groups of teachers, one group of experienced practicing mentor teachers and a second group comprising beginning teachers. Analysis of the data revealed that both groups recognize that attention to mental health issues for students is important to their teaching success. In addition, both groups reported receiving scant formal academic preparation in prevention-based mental health principles and practices while in pre-service training. Implications for teacher educators and practicing teachers – and especially for people enrolled in pre-service teacher training programs – are discussed.

Teachers as Facilitators of Student Participation in School Mental Health Promotion

Torbjørn Torsheim & Oddrun Samdal, Bergen, Norway

A reseach project examined longitiudinal and cross-sectional relationships between teacher facilitation of student participation and student motivational beliefs in health promotion planning and action. Participants were 1,864 students from ten pilot schools of the Norwegian Network of Health Promoting Schools. Multi-level regression models revealed that teacher facilitation was associated with a range of positive outcomes, including higher perceived participatory skills, collective efficacy, outcome expectancy and school satisfaction. Longitudinal analysis revealed that a change in teacher facilitation was associated with change in participatory skills, collective efficacy and outcome expectancy, but not school satisfaction. The results highlight the important motivational role of teachers in school mental health promotion

The Sustainability of Mentally Healthy Schools Initiatives: Insights from the Experiences of a Co-Educational Secondary School in Aotearoa/New Zealand

Pauline Dickinson, Glenda Neilson & Margaret Agee, Auckland, New Zealand

Developing mental health promotion and education approaches requires innovation, partnerships, collaboration and above all, passion and commitment to the healthy development of young people. This article, based on the story of one urban secondary school in Aotearoa/New Zealand, provides background information on the Mentally Healthy Schools initiative and an overview of a range of approaches implemented to promote, educate and support the mental health of students and staff. The paper concludes by highlighting the key features that appear to be critical in the sustainability of school-based initiatives to promote the mental health of young people.

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About

ICP Signing Photo

Cheryl Vince Whitman, Vice President of Intercamhs and Kate Griffin, President of the International Confederation of Principals sign a cooperative agreement.

icp2007washington021

Back row: Annette Johnson, Intercamhs Board Member; Louise Rowling, President, Intercamhs; Andrew Blair, Executive Member, International Confederation of Principals. Front row: Cheryl Vince Whitman, Vice President, Intercamhs; Kate Griffin, President, International Confederation of Principals.

Categories
International

2009 International Principals Survey – ICP and Intercamhs

Strengthening the Canada-United States Partnership to Advance School Mental Health

November 5, 2009

Minneapolis, Minnesota

imageRead the full workshop report

(click on the speaker’s name, if highlighted, to download their presentation slides)

Time

Topic / Issue

Speakers / Facilitators

8:30 – 9:00

Reception

9:00 – 9:30

Opening

Welcome from Intercamhs and introduction to the goals/objectives of the workshop

Cheryl Vince Whitman (U.S.) – 10 min

President, Intercamhs

Senior Vice President, EDC

Director, EDC’s Health and Human Development Division

Director, WHO Collaborating Center

Gloria Wells (Canada) – 10 min

Vice President, Intercamhs

Co-chair, Canadian School Mental Health Community of Practice

Director, Collaborative Initiatives Branch, Rocky View Schools Learning Department

9:30 – 10:30

Working toward a shared framework

An introduction to why a shared framework is important for cross-sector collaboration, some of the elements and language that it might include, and developments in the US and Canada to develop such a framework

Cheryl Vince Whitman (U.S.) – 10 min

President, Intercamhs

Senior Vice President, EDC

Director, EDC’s Health and Human Development Division

Director, WHO Collaborating Center

Janice Popp (Canada) – 10 min

Senior Policy and Research Officer, Mental Health Commission of Canada

Click here to download the handout on “The Role of Networks.”

Neal Walker (U.S.) – 10 min

Branch Chief of Mental Health Promotion, Division of Prevention, Traumatic Stress and Special Programs, Center for Mental Health Services at SAMHSA

Sarah Allen (U.S.) – 10 min

Federal Program Officer, Office of Safe and Drug-Free Schools, Department of Education

10:30 – 11:30

Highlights of evidence and research for school-based mental health

Overviews of the evidence supporting the critical role of mental health on students, as well as the broader research landscapes in the United States and Canada and prospects for collaboration

Kathy Short (Canada) – 10 min

Clinical Child Psychologist, Evidence-Based Education & Services Team, Hamilton-Wentworth District School Board

Stan Kutcher (Canada) – 10 min

Chairholder, Sun Life Financial Chair in Adolescent Mental Health, IWK Health Centre, Dalhousie University

Mark Weist (U.S.) – 10 min

Professor and Director, Center for School Mental Health, University of Maryland School of Medicine

Sandy Keenan (U.S.) – 10 min

Principal Research Analyst, American Institutes for Research

11:30 – 12:45

Highlights of current activities and plans: US & Canada

Round-table discussion with brief introductions by all regarding recent projects that present opportunities for international collaboration around school mental health in the areas of research, practice, policy, and training

Janice Popp (Canada)

Senior Policy and Research Officer, Mental Health Commission of Canada

Joyce Sebian (U.S.)

Senior Policy Associate, National TA Center for Children’s Mental Health, Georgetown University

12:45 – 1:45

Working Lunch

Small-group discussions building on the opportunities presented in the previous session to help to define, more clearly, future directions in the four main areas of work (research, practice, policy, and training)

Speakers:

Informed by the previous session and the survey results, small group discussions will focus on the following question:

“What ideas do you have for US/Canada activities to further collaboration in the areas of research, practice, policy, and training? Any mechanisms for doing so?”

Co-facilitators, from the US and Canada, with expertise in different areas (research, practice, policy, and training) will sit at each of the four tables.

1:45 – 2:00

Break

2:00 – 3:15

Strengthening the US-Canadian partnership: planning next steps

Open-ended group discussion, focused on planning next steps, as well as specific collaborative projects to be pursued

Gloria Wells (Canada)

Vice President, Intercamhs

Co-chair, Canadian School Mental Health Community of Practice

Director, Collaborative Initiatives Branch, Rocky View Schools Learning Department

Mark Weist (U.S.)

Professor and Director, Center for School Mental Health, University of Maryland School of Medicine

3:15 – 3:30

Closing

Gloria Wells (Canada) – 7 min

Vice President, Intercamhs

Co-chair, Canadian School Mental Health Community of Practice

Director, Collaborative Initiatives Branch, Rocky View Schools Learning Department

Cheryl Vince Whitman (U.S.) – 7 min

President, Intercamhs

Senior Vice President, EDC

Director, EDC’s Health and Human Development Division

Director, WHO Collaborating Center

Categories
International

Mind Your Head — September 8, 2008 (Melbourne, Australia)

logo
International Alliance for Child and Adolescent Mental Health and Schools
Mind Your Head

September 8, 2008
Melbourne, Australia

For a copy of the meeting report please click here

Please note: you will need Adope Acrobat Reader

Categories
International

2009 International Principals Survey – ICP and Intercamhs

International Survey of Principals Concerning Emotional and Mental Health and Well-Being

Mental Health and Well-Being in Schools: What Principals Think

School principals worldwide agree about the importance of promoting the mental and emotional health of their students and staff. Over 1,100 principals from 25 countries completed the International Survey of Principals Concerning Emotional and Mental Health and Well-Being developed by the International Alliance for Child and Adolescent Mental Health and Schools (Intercamhs) in partnership with the International Confederation of Principals (ICP). HHD is the Secretariat for Intercamhs and carried out the design, administration, and analysis of the survey which asks principals what emotional and mental health issues they see among their students and staff, and what education and training they need to respond more effectively.

According to the survey results, over 80% of principals report student emotional and mental health and well-being as “very important” to a child’s academic performance. On average, principals estimate that one in five of students requires treatment or other mental health services, a figure similar to global data.

Most children spend much of their day in a school setting, yet the psycho-social environment of many schools and the opportunities for young people to learn skills to cope with social and emotional challenges need improvement. With higher quality resources and training, school staff can also recognize student problems early on so that youth and their families are able to obtain the necessary services to reduce or prevent disorders from becoming worse.

“I am pleased to see that emotional intelligence is now being taken seriously,” expresses a principal from England who also recognizes how this benefits the community as a whole.

When asked to identify the leading mental health concerns among their school’s students, principals pointed to anxiety, depression, bullying and harassment, and anger and impulse control.  Many respondents also agreed with the view of a Canadian principal that “family dysfunctions of many kinds are often the prime factor in the resulting mental health issues of the children.”  Among staff, principals stated that stress was a chief concern, due in part to the overwhelming needs of their students, academic demands and societal changes.

The survey also revealed many continuing and cross-country challenges with existing systems and institutional support.  As one Scottish principal remarked, “We have children suffering from extreme anxiety disorders having to wait 6 weeks for an assessment or diagnosis, followed by limited follow up support.”

Principals, regardless of their level of experience, emphasized the need for training and other resources to create school environments that are more conducive to mental and emotional well-being and to identify students who might benefit from services. This points to the need for a public health approach that encourages broad mental health promotion schoolwide, not just services for students with acute problems.  As another respondent explained, “We can’t do our best job of educating students if we are always rushing to put out fire.”

Based on these findings, Intercamhs and the International Confederation of Principals are planning more professional exchange around mental health promotion in schools, and will also create new tools and web-based learning opportunities to support educators.  The survey will be extended to other countries in the months ahead.

“This is a seminal piece of work,” says Cheryl Vince Whitman, HHD’s Director and Vice President of Intercamhs. “Our partnership with ICP to carry out this work has made it possible to gain a broad global perspective. It is clear that principals want extensive training on how to effectively make their schools positive places for social and emotional learning, as well as places where it is safe and okay for problems to be recognized and addressed.”

For more information, please contact Matthew Biewener at [email protected]. Intercamhs is an international network of agencies and individuals who believe that addressing emotional and mental well-being in schools is vitally important to all who spend time there.

January 5, 2009