World Health Organization : Year 1993 ; World Health Organization, Mental Health Psf, No. 93.3 - Revision 1: Mental Health Programmes in Schools

By R. Hendren

Book Id: WPLBN0000106580
Format Type: PDF eBook
File Size: 1.6 MB
Reproduction Date: 2005

Title:	World Health Organization : Year 1993 ; World Health Organization, Mental Health Psf, No. 93.3 - Revision 1: Mental Health Programmes in Schools
Author:	R. Hendren
Volume:
Language:	English
Subject:	Health., Public health, Wellness programs
Collections:	Medical Library Collection, World Health Collection
Historic Publication Date:
Publisher:	World Health Organization


Citation APA MLA Chicago Hendren, R. (n.d.). World Health Organization : Year 1993 ; World Health Organization, Mental Health Psf, No. 93.3 - Revision 1. Retrieved from http://gutenberg.cc/

Description
Medical Reference Publication

Excerpt
Our Children's Mental Health The mental health and *ell-being of our children requires our attention. Today, we can help young people live more productive and fulfilling lives through progmmmes that include life skills education. nlental health education, school-based health interventions. and when indicated, professional ueaLment All young people today face significant stresses in their lives. Some changes are part of normal growing up, e.g. growth and hormonal changes, as well as the changes in relationships that young people experience with parents and society. Other stresses are more individual. involving pressures to advance in school and to earn a living, peer pressures, family moves, school changes, parental fighting and divorce, or pressure to engage in substance abuse. Sexual and physical mistreatment, AIDS, natural catastrophes and severe or chronic physical illnesses and hospitalizations may also cause significant stresses. Young people negotiate these suesses with varying degrees of resilience and mastery. hlany children make it through their youth without showing significant behavioural or academic difficulties. This is due to a combination of successful coping skills and to the amount of suppon available, as well as the degree of environmental, stress encountered. Unfortunately, it is not always possible to determine which children will develop mental health problems before they occur. Therefore, programmes need to includc all children and adolescents, with interventions ranging from skills for mental well-king to specific mental health interventions. Nearly one in five children and adolescents will have an emotional/behavioral disorder at some time during their youth regardless of where they live and how well to do they are (7,22,42). Children with emotional disturbances exhibit their impairments in a variety of ways. They may fail academically, be socially rejected and have a poor self image. They may also have difficulties in relating to Fers or adults and may have little respect for the laws of their society. In addition, they may live wirhin fnmcially and emc,tionally impoverished environments.

Table of Contents
CONTENTS Our Children's Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 The Schaol's Potential for Promoting Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . 3 A Model Framework for a School Mental Health Programme . . . . . . . . . . . . . . . . . . . 5 Promoting Psychosocial Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Mental Health Educatio~nst~ction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Psychosocial and Mental Wealth Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 6.1 Identification of Psychosocial Problems and High Risk Populations . . . . . . . . 13 6.2. Identification of Mental Disorders Seen in Schools . . . . . . . . . . . . . . . . . . . 15 6.3. Screening Instruments for Psychosocial Problems and Mental Disorders ..... 17 6.4. Deciding on an Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 6.5. Psychosocial and Mental Heallh interventions . . . . . . . . . . . . . . . . . . . . . . . 18 Steps for Programme Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 SPp l Establishment of a Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Step 2 Assessment of School and Community Environment . . . . . . . . . . . . . . . . . . . 22 Step 3 Ecvelopment of a Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Step 4 Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Step 5 Coordination and Modification of Programmes . . . . . . . . . . . . . . . . . . . . . . . 24 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29