Tier 2 Intervention for Students with Internalizing Symptoms (original) (raw)
Related papers
Addressing Students' Social and Emotional Needs
Journal of Health & Social Policy, 2002
Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy mak
Education Sciences
The school context, following an overall complexification of society, presents several situations in which it is necessary to build a transformative setting based on the suspension of educational action and the use of in-depth interpretations of divergent behaviors. Method: Two teachers with psychological training present and discuss cases studies of psychological intervention based on the analysis of demand methodology. Results: The two case studies presented concern, respectively, a difficult inclusion of a foreign pupil in the classroom and a school phobia of a student before graduating. In both cases, the classes are reconceived as clinical settings thereby giving new meaning to the psycho-social relationships of the students. The teachers promoted an overcoming of critical events: in the first case the pupil reaches school inclusion in a short time; in the second case the pupil reaches the diploma. Conclusion: The method of psychological intervention is proposed as an innovativ...
Promoting Emotional Well-Being Through School Mental Health Services
Social Pathology and Prevention
The influence of emotion on thoughts, memories, behaviors and everyday decisions is currently being researched across multiple disciplines of psychology. Children and adolescents are not born with the skills needed to regulate their emotions; these skills are something learned over time. However, some children are never properly taught these skills, which can cause difficulties in the school environment because they are more likely to experience problems both academically and behaviorally. This paper explores the possible benefits of offering mental health services in schools that are focused towards promoting emotional health while also developing emotional regulation skills for children. Beginning with the ways in which children learn to express their emotions and the factors that contribute to an inability to express emotion appropriately, to the influence of emotions on academic performance, how emotional regulation skills can benefit academic success, how we can best build these emotional regulation skills in the school setting, discussion of Emotion Regulation Therapy (ERT) which is an example of a service that could be used, the importance of parental involvement when offering these types of services and concluding with possible obstacles that could interfere with the effectiveness of these services in the school setting
Child and Adolescent Mental …, 2011
Background: Emotional wellbeing of young people has high global and national priority. UK high schools are under pressure to address this but lack evidence-based guidelines. Method: Students (N=23) (aged 11-16 years) and staff (N=27) from three urban UK high schools participated in qualitative interviews to explore the feasibility and acceptability of an approach to emotional wellbeing support. Key components were: self-referral, guided self-help, and delivery by school pastoral and support staff. Findings: Confidentiality, emotional support, effectiveness and delivery modes were important to students. Organisational values influenced feasibility. Conclusions: Understanding a schoolÕs moral and operational framework can enhance the development of suitable emotional wellbeing support.
Background: Adolescence is one of the crucial phase with its numerous and exceptional characteristics along with some issues in an individual's life. During the period of adolescence emotional and behavioral problems are a common concern for parents as well as mental health practitioners. Methodology: Aim: The present study aims to overcome or minimize the level of emotional and behavioural problems as well as stress symptoms in the school going adolescents with the help of a therapeutic package which combine relaxation and cognitive behaviour therapy, with intermodal therapy (RCBTI Therapy). Sample: By using purposive sampling technique a total of 10 participants were selected. Further these 10 participants were divided equally into experimental and control group. Tools: Youth Self Report and Stress Inventory have been used. Thereafter the experimental group was given the therapeutic intervention for approximately 21 sessions, twice a week. Each session was of 45-60 minutes duration. Tailor made therapeutic intervention was conducted in which sessions of relaxation therapy, cognitive behaviour therapy and intermodal therapy as per requirement of the adolescents were included. Result and Conclusion: The present study concludes that with the help of the therapeutic package which combine relaxation therapy, cognitive behaviour therapy and intermodal therapy (RCBTI Therapy) participants demonstrated adolescent group of adolescent participants improvement with regard to their stress level and reduce in various emotional and behavioural problems such as attention problems, somatic complains, social problems, rule-breaking behaviour, and aggressive behavior and also maintain at follow-up assessment as compared to control group.
International Journal of Adolescence and Youth
Previous prevention programmes have largely focused on the emotion regulation strategy of cognitive reappraisal. The present study is a feasibility trial that evaluates a prevention programme that teaches cognitive reappraisal, acceptance and problem-solving strategies. Ninety-six Year 10 high school students were randomly allocated to either the intervention or control condition. All participants completed scales evaluating emotion regulation difficulties, depression, anxiety and anger at baseline, post-intervention and at 6-month follow-up. In addition, the intervention condition completed a workshop evaluation questionnaire at post-intervention that included qualitative items. Mixed models for repeated measures and content analysis were used to analyse the data. Results suggested there were no statistical differences between the conditions although effect sizes suggested a small advantage favouring the control condition. On the qualitative evaluation, however, most participants reported important benefits in relation to improved emotion regulation abilities. These contrasting results are discussed and suggestions made for future research. Addressing youth mental health problems is an important challenge for many countries. In Australia, young people suffer the highest rates of mental health problems of any other age group (Australian Bureau of Statistics [ABS], 2008). Fifty per cent of adult mental health disorders are estimated to begin by the age of 14 years and 75% by the age of 24 (Kessler et al., 2005). Youth mental illness impacts negatively on individuals and their community. In addition to the personal distress, consequences may include loss of participation in education, which in turn affects future vocational involvement, disengagement from social and family relationships, antisocial behaviour and suicide (Lawrence et al., 2015; McGorry & Goldstone, 2011). Such consequences are not rare in occurrence. For example, suicide is the leading cause of death for Australian youth aged 15-24 years (ABS, 2016). The consequences of mental health problems amongst young people are exacerbated by low help-seeking behaviour in this population (Slade et al., 2009). Schools are usually the focus for addressing mental health problems in young people because they provide easy access to this population (Hetrick, Cox, Witt, Bir, & Merry, 2016). Interventions can be targeted to those with a mental disorder or elevated mental health symptoms, referred to as 'early intervention' , or to all young people irrespective of their pre-existing symptoms, referred to as 'universal