an article by Bridianne O’Dea, Catherine King, Nicole Cockayne and Helen Christensen (Black Dog Institute, Prince of Wales Hospital, Sydney, NSW, Australia; University of New South Wales, Sydney, NSW, Australia) and Mirjana Subotic-Kerry and Melinda Rose Achilles (Black Dog Institute, Prince of Wales Hospital, Sydney, NSW, Australia) published by Frontiers in Psychiatry: this article is part of the Research Topic “Transforming Youth Mental Health Treatment Through Digital Technology”
View all 8 articles
Abstract
Background
Schools play an important role in supporting young people’s mental health, but face challenges identifying and responding to students in need of care. To assist secondary schools, the Black Dog Institute has developed an online, school-based, mental health service (Smooth Sailing). Delivered in the classroom, Smooth Sailing uses a website to screen, assess, allocate, and deliver care for depression and anxiety.
The service is based on the principles of stepped care, offering treatments with varied intensity and follow-up by a school counselor when necessary. The current study aimed to evaluate the feasibility, acceptability, and safety of this new type of service among secondary school students.
Methods
Between February and June 2017, a single-arm, pre-post, pilot study was conducted among students from four NSW secondary schools. Schools were given access to the service for 6 weeks. Feasibility measures (consent rates and step allocations), acceptability measures (service use and satisfaction) and safety measures (deterioration in help-seeking intention scores and mental health symptoms) were assessed at baseline and completion of the 6-week trial period.
Results
A total of 59 students took part in the service pilot (mean age, 14.57 years; SD, 0.89 years; range, 13-16 years). At baseline, 18.64% of students were found to require follow-up from the school counselor, and 80% of these were new cases. Although completion of the online modules was low, service satisfaction was high. At 6 weeks, the mean scores for help-seeking, depression, and anxiety remained relatively stable or improved.
Conclusions
The current study presents important findings for the development and implementation of an online mental health service that screens students’ mental health and allocates care accordingly, all within the school setting. Although the findings provide some support for the feasibility, acceptability, and safety, service improvements are needed. The modifications outlined are likely to improve the quality of the service and its effectiveness.
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Showing posts with label school. Show all posts
Showing posts with label school. Show all posts
Friday, 23 August 2019
Wednesday, 20 March 2013
Towards a learning identity: young people becoming learners after leaving school
an article by Jane Higgins (AERU, Lincoln University, Lincoln, New Zealand) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
Abstract
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
At the time of this research all had moved into a learning environment of some kind.
The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment.
The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them.
Saturday, 23 August 2008
Jim Knight on plans to close schools that fail to get a third of pupils thro...
via guardian.co.uk Education on 18 August
Schools Minister Jim Knight on plans to close schools that fail to get a third of pupils through five good GCSEs.
Read the full article (NB: I read it when I first picked it for blogging but it wouldn't link when I edited.)
Hazel's comment:
The Minister has pledged: "By 2011, all our schools will be at the required level". Excuse my cynicism but just how does he expect to achieve that? By closing all schools that don't reach the required standards and .... what?
One answer that is being bandied about is that they'll all be turned into Academies but by 2011? I doubt it.
Merge schools so that school A disappears but becomes a campus of the new school AB where B was already meeting the requirement? I can't see how that will do anything except reduce the average for the new school AB.
Accept the fact that there are children congregating in one geographic area or school who are not going to reach the required standard without removing all the "it's because s/he is black, a refugee, comes from a broken home" and start expecting that young people will achieve but not if schools are labelled failing when they aren't. They are doing the very best that they can under difficult circumstances but can't improve by attracting good staff if they're labelled in this way.
Schools Minister Jim Knight on plans to close schools that fail to get a third of pupils through five good GCSEs.
Read the full article (NB: I read it when I first picked it for blogging but it wouldn't link when I edited.)
Hazel's comment:
The Minister has pledged: "By 2011, all our schools will be at the required level". Excuse my cynicism but just how does he expect to achieve that? By closing all schools that don't reach the required standards and .... what?
One answer that is being bandied about is that they'll all be turned into Academies but by 2011? I doubt it.
Merge schools so that school A disappears but becomes a campus of the new school AB where B was already meeting the requirement? I can't see how that will do anything except reduce the average for the new school AB.
Accept the fact that there are children congregating in one geographic area or school who are not going to reach the required standard without removing all the "it's because s/he is black, a refugee, comes from a broken home" and start expecting that young people will achieve but not if schools are labelled failing when they aren't. They are doing the very best that they can under difficult circumstances but can't improve by attracting good staff if they're labelled in this way.
Tuesday, 2 October 2007
Coping with violence
This came from School Library Journal so it was bound to be US-biased but I looked at the links provided and thought these were sufficiently generic to be of interest to UK readers.
Safe Youth
Teachers, school administrators, and parents looking for ideas on how to discuss school violence with kids, as well as students researching this important social issue will all find lots to read and think about here.
Stop Bullying Now
No one likes a bully. If you’d like to launch programming on stopping this menace then this website is a “must see”. The 12 animated cartoon webisodes cover various instances of bullying and how kids can correctly respond to each. The programs can be downloaded as podcasts. Kids can also download the Stop Bullying Now song as a ringtone on their mobile phone and play twelve cool online games. Created by: The Health Resources and Services Administration, Washington DC Teachers and home-schooling parents see also Education World.
Safe Youth
Teachers, school administrators, and parents looking for ideas on how to discuss school violence with kids, as well as students researching this important social issue will all find lots to read and think about here.
Stop Bullying Now
No one likes a bully. If you’d like to launch programming on stopping this menace then this website is a “must see”. The 12 animated cartoon webisodes cover various instances of bullying and how kids can correctly respond to each. The programs can be downloaded as podcasts. Kids can also download the Stop Bullying Now song as a ringtone on their mobile phone and play twelve cool online games. Created by: The Health Resources and Services Administration, Washington DC Teachers and home-schooling parents see also Education World.
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