Handbook of School-based Mental Health Promotion : An Evidence-informed Framework for Implementation

The Springer Series on Human Exceptionality  

Series Editors: Donald H. Saklofske and Moshe Zeidner  

 

Handbook for School-Based Mental Health Promotion

An Evidence-Informed Framework for Implementation 

 

Alan W. Leschied, Donald H. Saklofske, and Gordon L. Flett, Editors

 

 

This handbook provides a comprehensive overview to implementing effective evidence-based mental health promotion in schools. It addresses issues surrounding the increasing demands on school psychologists and educational and mental health professionals to support and provide improved student well-being, learning, and academic outcomes. The volume explores factors outside the traditional framework of learning that are important in maximizing educational outcomes as well as how students learn to cope with emotional challenges that confront them both during their school years and across the lifespan.  Chapters offer robust examples of successful programs and interventions, addressing a range of student issues, including depression, self-harm, social anxiety, high-achiever anxiety, and hidden distress. In addition, chapters explore ways in which mental health and education professionals can implement evidence-informed programs, from the testing and experimental stages to actual use within schools and classrooms.

 

Topics featured in this handbook include:

 

·         A Canadian perspective to mental health literacy and teacher preparation.

·         The relevance of emotional intelligence in the effectiveness of delivering school-based mental health programs.

·         Intervention programs for reducing self-stigma in children and adolescents.

·         School-based suicide prevention and intervention.

·         Mindfulness-based programs in school settings.                

·         Implementing emotional intelligence programs in Australian schools.

 

The Handbook for School-Based Mental Health Promotion is a must-have resource for researchers, clinicians and related professionals, and policymakers as well as graduate students across such interrelated disciplines as child and school psychology, social work, education policy and politics, special and general education, public health, school nursing, occupational therapy, psychiatry, school counseling, and family studies.

 

Dr. Alan Leschied is a psychologist and professor in the Faculty of Education at the University of Western Ontario. His research interests are related to the assessment and treatment of youth at risk, children’s legislation and how policies and services promote the welfare of children and families. Dr. Leschied is a Fellow of the Canadian Psychology Association, and a recipient of a life-time achievement award through the Criminal Justice Section of the Canadian Psychology Association. 

Dr. Donald Saklofske professor of Psychology, University of Western Ontario, is also Visiting Professor, School of Psychology, Beijing Normal University, and Research Member in the Laboratory for Research and Intervention in Positive Psychology and Prevention, University of Florence. His research focuses on intelligence, personality, and psychological assessment. He is editor of Personality and Individual Differences, Journal of Psychoeducational Assessment and Fellowof APS, CPA, and SPSP.

Dr. Gordon Flett holds the Canada Research Chair in Personality and Health and he is the Director of the LaMarsh Centre for Child and Youth Research at York University. Dr. Flett’s work has garnered national and international attention in both the academic as well as popular press, and he is supported by major research grants from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council of Canada.