Relevant bibliographies by topics / Mental health|Educational psychology|Higher education / Journal articles
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Journal articles on the topic 'Mental health|Educational psychology|Higher education'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Stone, Gerald. "Mental Health Policy in Higher Education." Counseling Psychologist 36, no. 3 (January 14, 2008): 490–99. http://dx.doi.org/10.1177/0011000007311561.

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Paniagua, Freddy A., Richard M. Grimes, Michael O'Boyle, Karen D. Wagner, Victor L. Tan, and Angela S. Lew. "HIV/AIDS Education Survey for Mental Health Professionals." Psychological Reports 82, no. 3 (June 1998): 887–97. http://dx.doi.org/10.2466/pr0.1998.82.3.887.

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A total of 6804 mental health professionals, e.g., licensed and certified psychologists, licensed professional counselors, in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas were mailed a questionnaire regarding HIV/AIDS topics professionals might recommend for educational programs. Participants were asked to rate how strongly they would recommend each topic. The return rate was 31% (2121). The percentage of participants who did not recommend the topics was low (0.7%–10.9%). Most topics were either recommended (6.5%–50.2%) or strongly recommended (29.0%–92.8%). Topics with ratings of 80% of participants endorsing the strongly recommended rating included psychological crises associated with learning one is HIV positive, psychosocial issues, and counseling dying clients regarding grief, loss, and legal issues. The results are discussed in terms of continuing to develop educational programs targeting mental health professionals.
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Wulf-Andersen, Trine, and Lene Larsen. "Students, psychosocial problems and shame in neoliberal higher education." Journal of Psychosocial Studies 13, no. 3 (October 1, 2020): 303–17. http://dx.doi.org/10.1332/147867320x15986395598815.

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In this article, we point to mental health as a new sorting mechanism in higher education (HE), working through categories informed by psychological and psychiatric knowledge, which currently permeate the field of education. The significant increase in young people, for example students in HE, with mental health problems such as stress, anxiety and depression seems to be a general development in Western countries over the past decade. The focus on mental health sets in motion a broad range of wellbeing discussions and initiatives in terms of mental illness and/or psychiatric diagnoses, rather than in terms of learning, pedagogy or participation and inequalities in education. This directs attention to particular kinds of students rather than to educational relations, cultures and contexts. Against this background, we set out to discuss how certain categorisations and understandings of students’ wellbeing and everyday problems, inspired by the psy-sciences, intertwine with neoliberal traits in educational institutions, and come to mediate students’ emotional experience of and coping with psychosocial problems and their participation in HE.
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Singh, Anjali Devvrat. "Happiness: Is it Prevalent amongst Students of Higher Educational Institutions?" International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1482–92. http://dx.doi.org/10.37200/ijpr/v23i4/pr190473.

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Rose, Richard, Marie Howley, Ann Fergusson, and Johnson Jament. "Mental health and special educational needs: exploring a complex relationship." British Journal of Special Education 36, no. 1 (March 2009): 3–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00409.x.

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Rasulovna, Kadirova Munira. "Modernization of Creative Competence of Students in Medical Higher Educational Institutions." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1721–33. http://dx.doi.org/10.37200/ijpr/v24i1/pr200272.

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Schubert, Carol A., Edward P. Mulvey, Samuel W. Hawes, and Maryann Davis. "Educational and Employment Patterns in Serious Adolescent Offenders With Mental Health Disorders: The Importance of Educational Attainment." Criminal Justice and Behavior 45, no. 11 (July 25, 2018): 1660–87. http://dx.doi.org/10.1177/0093854818784330.

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This study examines employment and educational outcomes for justice-involved adolescents with and without mental health disorders in the Pathways to Desistance study. We examine the patterns of education and employment and the effects of several factors, including the presence of a mental health disorder, on these positive outcomes. Three findings emerge: (a) youth with mental health problems have a relatively high number of other criminogenic risk factors, (b) education and employment patterns do not differ by disorder status, and (c) the presence of a mental health disorder is not independently linked to poorer employment outcomes, but educational achievement is. These analyses provide information needed to target services for these adolescents in the juvenile justice system, who are at high risk for poor educational and employment outcomes. Results indicate a need for increased emphasis on higher levels of academic attainment as a way to promote positive employment outcomes in these youth.
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8

Howard‐Hamilton, Mary, Silvia Echevarria Rafuls, and Stephanie G. Puleo. "Societal transformation: Ecological issues affecting educational, mental health, and family systems." Peabody Journal of Education 70, no. 3 (March 1995): 141–59. http://dx.doi.org/10.1080/01619569509538840.

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Czajka, Roman, and Józefina Furmańczyk. "Physically disabled people in higher education buildings." BUILDER 284, no. 3 (February 24, 2021): 78–81. http://dx.doi.org/10.5604/01.3001.0014.7442.

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The aim of this study is to present analyses carried out in higher education buildings in terms of accessibility for people with physical disabilities. The essence of the research is to find solutions that improve both the physical and mental condition of people with reduced mobility. Methodology of this paper was introduced on two levels. First was analysis of literature and design solutions, that have a direct impact on the movement of disabled students and employees around educational institutions. Second was preparation of sketches and diagrams presenting the research results (graphical method). The above research and analyses extend the study field on the concept of movement of people with physical disabilities to issues of educational facilities and present a series of design guidelines, that can be proposed in this type of space. People with physical disabilities are very often excluded from academic life due to insufficient adaptation of facilities to their needs and capabilities. well organized space ensures physical safety, protecting the user from injuries, while the design of the aesthetics of the interior space can contribute to the improvement of mental health.
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10

Usher, Wayne. "Living in quiet desperation: The mental health epidemic in Australia’s higher education." Health Education Journal 79, no. 2 (August 12, 2019): 138–51. http://dx.doi.org/10.1177/0017896919867438.

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Objective: This study sought to investigate the relationship between personal, university, home and community influences on Australia’s university students’ mental health status. Design: Positioned within a qualitative, interpretivist paradigm, the study collected data from participants ( n = 934) by means of an online survey requesting lived or witnessed experiences concerning mental health concerns. Bronfenbrenner’s socio-ecological model informed the design of the study. Setting: Five major Australian higher educational settings. Method: Leximancer software was used for concept development. Data were analysed using thematic coding. Results: Findings provide qualitative data of university students’ experiences concerning mental health status, as measured across four domains. Themes identified include personal (stress, anxiety, life skills), university (grades/free physical activity) and home (closer to home, support networks) dimensions. There was no unprompted reference to the community domain. Results reinforce the need to ensure that current and future student mental health policies and initiatives are implemented within each of the domains addressed – to ensure a more holistic approach to students’ well-being and care. Conclusion: Findings highlight challenges concerning Australia’s university students’ mental health status. Findings present an opportunity for the university sector, community health services, and sports and fitness organisations to develop and implement future collaborative health promotion in higher education settings.
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Dubovyk, Olena M., and Violetta Y. Dubovyk. "HEALTH OF THE TEACHER OF HIGHER EDUCATION INSTITUTIONS (EFFICIENCY – DEVELOPMENT)." Wiadomości Lekarskie 74, no. 3 (2021): 773–76. http://dx.doi.org/10.36740/wlek202103239.

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The aim: Of the work is to find a scientifically based approach to improve the health of teachers on the basis of a comprehensive socio-hygienic analysis of the factors that affect the state of their health. Identify the main aspects of psychological work with teachers to support the mechanisms of self-regulation of their psychological health. Materials and methods: Theoretical and methodological analysis of psychological and pedagogical literature; сomparison; generalization; systematization. The article presents the current problem of modernity – the mental health of teachers of higher education. Criteria, quality categories, levels, principles of ensuring the mental health of the teacher as a person are analyzed. The components of mental health are compared. Conclusions: The concept of professional psychological health as a process of scientific understanding of the teachers practice involves the development of a comprehensive program for teacher's health care, which will include all areas: informational, preventional, diagnostical, rehabilitational and treatment. Higher education teachers are active participants in the preservation and promotion of health at the state, social and personal levels. They should form the concept of health in students during the process of their professional activities. Teachers use various forms of organizational, educational, volunteer work and different new technologies to preserve their own health and create the environment with the appropriate social conditions, where students can take responsibility for their own actions, deeds, work, leading a healthy lifestyle.
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Mirzaxmatovna, Anarkulova Gulnaz. "Effective Methods of Training Vocational Education Specialists in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 29, 2020): 5614–21. http://dx.doi.org/10.37200/ijpr/v24i2/pr2020797.

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A., Krishnamoorthy. "Student Support System in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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14

Levin, Hope W. "12.2 Telepsychiatry, Telemental Health, and Higher Education." Journal of the American Academy of Child & Adolescent Psychiatry 57, no. 10 (October 2018): S18. http://dx.doi.org/10.1016/j.jaac.2018.07.077.

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Miranda, Antoinette Halsell, Crystal S. Griffin, and Tiffany A. Jenkins. "Review of Strategies for building multicultural competence in mental health and educational settings." School Psychology Quarterly 22, no. 3 (September 2007): 473–78. http://dx.doi.org/10.1037/1045-3830.22.3.473.

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Jimerson, Shane R., Jean Annan, Mary Skokut, and Tyler L. Renshaw. "Educational Psychology in New Zealand." School Psychology International 30, no. 5 (October 2009): 443–55. http://dx.doi.org/10.1177/0143034309341617.

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Kriegler, S. M. "Educational Psychology in South Africa." School Psychology International 10, no. 3 (August 1989): 217–24. http://dx.doi.org/10.1177/0143034389103008.

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Devi, Pallabi. "HIGHER EDUCATION IN INDIA: HISTORY, GROWTH AND DEVELOPMENT." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1036–43. http://dx.doi.org/10.37200/ijpr/v24i4/pr201077.

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Jiménez-Macías, Iván Ulianov, Guillermo César Vázquez-González, Luis Gibran Juárez-Hernández, and Edith Bracamontes-Ceballos. "Inventario de Habilidades Socioemocionales y Salud Mental para Profesores de Educación Superior: validez de contenido." Revista Fuentes 2, no. 23 (2021): 204–20. http://dx.doi.org/10.12795/revistafuentes.2021.12052.

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Considerando que las habilidades socioemocionales y la salud mental tienen gran incidencia en todos los procesos educativos, se reporta la construcción de un instrumento de evaluación denominado Inventario de Habilidades Socioemocionales y Salud Mental para Profesores (IHSM-P) de educación superior. Se realizó un análisis documental para la definición de dos dimensiones, cada una con 40 ítems y seis áreas. Posterior a su construcción, el inventario fue sujeto de la revisión de cinco expertos, juicio de 20 expertos y pilotaje del instrumento con 21 docentes. A partir de la revisión de los expertos se realizó la mejora del instrumento y mediante el juicio de expertos se reveló la validez de contenido (V de Aiken>0.80; ICI>0.75), en términos de pertinencia y redacción de los ítems. A través del pilotaje se identificó buen grado de comprensión de instrucciones e ítems. Con fines orientativos se realizó el análisis de consistencia donde se obtuvo una adecuada confiabilidad (Alfa de Cronbach: 0.84). Se reconoce que la validez de contenido es una propiedad psicométrica relevante, sin embargo, se precisa la necesidad de ampliar la muestra para proseguir con el proceso de análisis de propiedades psicométricas, en específico confirmar la confiabilidad y analizar la propiedad de validez de constructo, la cual es referida como la principal de los tipos de validez
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Kumm, Skip, Sarah Wilkinson, and Sara McDaniel. "Alternative Education Settings in the United States." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 123–26. http://dx.doi.org/10.1177/1053451220914895.

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Students with emotional and behavioral disorders who display disruptive behaviors in general education settings are increasingly being educated in alternative education settings. Alternative education settings can vary widely, but they typically have smaller classroom sizes and educational staff who are trained to teach students who were not successful in their previous educational settings. This Current Topics column provides (a) an introduction to how students are placed in those settings, (b) a description of common alternative educational settings, and (c) an overview of effective educational, behavioral, and mental health services available to children and youth in alternative educational settings.
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Meek, Fiona, Jacqueline Specht, and Susan Rodger. "A Mental Health Training Format for Adult Education Teachers." Canadian Journal of School Psychology 32, no. 2 (April 26, 2016): 103–21. http://dx.doi.org/10.1177/0829573516645099.

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The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
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Chan, Vivien, Adele L. Martel, and Jennifer L. Derenne. "Telemental Health and Support/Service Animals: Resources From the Higher Education Mental Health Alliance (HEMHA)." Journal of the American Academy of Child & Adolescent Psychiatry 57, no. 10 (October 2018): S18. http://dx.doi.org/10.1016/j.jaac.2018.07.075.

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23

Beail, Nigel. "Mental Health and Challenging Behaviour." Journal of Applied Research in Intellectual Disabilities 26, no. 1 (December 18, 2012): 1–2. http://dx.doi.org/10.1111/jar.12008.

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Green, Beth L., Jennifer Simpson, Maria C. Everhart, Elizabeth Vale, and Maria Garcia Gettman. "Understanding Integrated Mental Health Services in Head Start: Staff Perspectives on Mental Health Consultation." NHSA Dialog 7, no. 1 (March 2004): 35–60. http://dx.doi.org/10.1207/s19309325nhsa0701_5.

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Stephan, Sharon, Maura Mulloy, and Laura Brey. "Improving Collaborative Mental Health Care by School-Based Primary Care and Mental Health Providers." School Mental Health 3, no. 2 (February 3, 2011): 70–80. http://dx.doi.org/10.1007/s12310-010-9047-0.

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Walsemann, Katrina M., Jennifer A. Ailshire, and Caroline Sten Hartnett. "The Other Student Debt Crisis: How Borrowing to Pay for a Child’s College Education Relates to Parents’ Mental Health at Midlife." Journals of Gerontology: Series B 75, no. 7 (November 7, 2019): 1494–503. http://dx.doi.org/10.1093/geronb/gbz146.

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Abstract Objectives More parents are borrowing to help their children pay for college. These loans may be a source of financial stress and worry, which could influence parents’ mental health. We determine whether child-related educational debt is associated with worse mental health among parents and if fathers are more sensitive to this debt than mothers, given potential gender differences in financial decision-making and relationships with adult children. Method Data come from the National Longitudinal Survey of Youth 1979, a nationally representative sample of persons born between 1957 and 1964. We used the Center for Epidemiologic Studies Depression Scale and the Short Form-12 Mental Health Component Score to assess mental health. We restricted our sample to parents who had at least one biological child attend college and who were interviewed at age 50, when mental health was assessed (n = 3,545). Results Among fathers, having any child-related educational debt versus none was associated with fewer depressive symptoms, but having greater amounts of child-related educational debt was associated with more depressive symptoms and worse mental health. No relationship was found for mothers. Discussion Our findings indicate that the student debt crisis may also have mental health implications for aging parents, particularly for fathers.
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Rose, Theda, Michael A. Lindsey, Yunyu Xiao, Nadine M. Finigan-Carr, and Sean Joe. "Mental Health and Educational Experiences Among Black Youth: A Latent Class Analysis." Journal of Youth and Adolescence 46, no. 11 (July 28, 2017): 2321–40. http://dx.doi.org/10.1007/s10964-017-0723-3.

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Mohammad, Neda, Tara Rezapour, Reza Kormi-Nouri, Ehsan Abdekhodaie, Atieh M. Ghamsari, Hadi B. Ehsan, and Javad Hatami. "The effects of different proxies of cognitive reserve on episodic memory performance: aging study in Iran." International Psychogeriatrics 32, no. 1 (October 28, 2019): 25–34. http://dx.doi.org/10.1017/s1041610219001613.

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ABSTRACTObjective:The main aim of the present study is to investigate the association between different measures of cognitive reserve including bilingualism, mental activities, type of education (continuous versus distributed), age, educational level, and episodic memory in a healthy aging sample.Methods:Four hundred and fifteen participants aged between 50 and 83 years participated in this cross-sectional study and were assessed with the Psychology Experimental Building Language Test battery tapping episodic memory. Demographic variables were collected from a questionnaire designed by the research team.Results:Compared to participants with continuous type of education, those with distributed type performed better in tests of episodic memory, while no differences were found between bilingual and monolingual participants. We additionally found that age negatively predicts episodic memory, whereas playing mind teasers and educational level have positive relationships with episodic memory.Conclusions:Our results indicate that higher cognitive reserve, as measured by distributed educational training, higher level of education, and doing regular mental activities, is associated with better performance on episodic memory tasks in older adults. These results were discussed in connection with successful aging and protection against memory decline with aging.
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Dr. Swaroopa Chakole, Mohit Nandy,. "Mental Health during COVID-19." Psychology and Education Journal 58, no. 2 (February 4, 2021): 597–604. http://dx.doi.org/10.17762/pae.v58i2.1888.

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BACKGROUND COVID-19 or coronavirus disease 2019 is the pandemic that had hit all the aspect of the human life in a negative way. Proper solutions needs to be find out before situation worsens. SUMMARY COVID-19 affected the mental wellbeing of all the people inhabiting the earth in some way or the other. As extreme uncertainty is attached to the event, it is impossible to forecast the future which everyone care about. In that quest we become anxious and forget to fully live the present which can be a slippingpoint to depression. Proper use of technology like telemedicine can be done to ensure larger penetration of psychological services. CONCLUSION More study between the effects of pandemic and its effect on mental health needs to be done. Telemedicine and communication can be the game changer in such times of distress to tackle the problem of social distress.
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Binnawas, Musabeh Surour Hamad, Gamal S. A. Khalifa, and Amyia Bhaumick. "Antecedents of Student’s Behavioral Intentions in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 19, 2020): 1949–62. http://dx.doi.org/10.37200/ijpr/v24i3/pr200942.

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Goodwin, Jennifer. "Dyslexia-friendly further and higher education." Emotional and Behavioural Difficulties 16, no. 1 (February 24, 2011): 109–10. http://dx.doi.org/10.1080/13632752.2011.545657.

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Mantzios, Michail, Amy Cook, and Helen Egan. "Mental health first aid embedment within undergraduate psychology curriculums: an opportunity of applied experience for psychology students and for enhancing mental health care in higher education institutions." Higher Education Pedagogies 4, no. 1 (January 1, 2019): 307–10. http://dx.doi.org/10.1080/23752696.2019.1640631.

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Järvelin, Marjo-Riitta, Esa Läärä, Paula Rantakallio, Irma Moilanen, and Matti Isohanni. "Juvenile Delinquency, Education, and Mental Disability." Exceptional Children 61, no. 3 (December 1994): 230–41. http://dx.doi.org/10.1177/001440299506100303.

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The study examined the association of education and mental disability with delinquency among males in the Northern Finland birth cohort of 1966. Six percent subsequently acquired a criminal record between 15 and 22 years. Those with an IQ between 71 and 84 or attending special schools had a higher incidence of delinquency (15%). Eleven percent of the youngsters with a tested IQ between 50 and 70 had a criminal record, but none with an IQ of less than 50. A higher than average delinquency rate was found among those with lower socioeconomic status, especially when combined with low intelligence. Poor school performance in general was seen as one predictor of later social problems and delinquency. The social problems of the families with youngsters with disabilities seemed to have a greater predisposing effect for delinquent behavior than did mental disability.
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Pumariega, Andres J., and Hubert R. Vance. "School-based mental health services: The foundation of systems of care for children's mental health." Psychology in the Schools 36, no. 5 (September 1999): 371–78. http://dx.doi.org/10.1002/(sici)1520-6807(199909)36:5<371::aid-pits1>3.0.co;2-o.

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Salle, Tamika La, Heather Peshak George, D. Betsy McCoach, Tiffany Polk, and Lauren L. Evanovich. "An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders." Behavioral Disorders 43, no. 3 (April 23, 2018): 383–92. http://dx.doi.org/10.1177/0198742918768045.

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The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the Georgia Student Health Survey 2.0. Although research examining the link between perceptions of school climate and student outcomes has increased, no research has examined how students with disabilities, particularly those with EBD, perceive school climate, and the relation of those perceptions to outcomes including peer victimization and mental health problems. The current study found that in comparison with students without disabilities (SWOD), students with EBD (SWEBD) reported significantly lower perceptions of school climate and significantly higher rates of mental health problems and peer victimization. Perceptions of school climate and mental health were inversely associated with reports of victimization among both SWOD and SWEBD. We discuss how educational leaders can improve school climate for SWEBD through tiered systems of supports such as School-Wide Positive Behavior Interventions and Supports to support mental health and reduce peer victimization.
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Norwich, Brahm. "Future Directions for Professional Educational Psychology." School Psychology International 26, no. 4 (October 2005): 387–97. http://dx.doi.org/10.1177/0143034305059014.

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Annan, Jean, Jo Bowler, Mandia Mentis, and Roger Phillipson. "Understanding Diversity in Educational Psychology Teams." School Psychology International 29, no. 4 (October 2008): 387–99. http://dx.doi.org/10.1177/0143034308096440.

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Burden, Robert L. "Trends and Developments in Educational Psychology." School Psychology International 15, no. 4 (November 1994): 293–347. http://dx.doi.org/10.1177/0143034394154002.

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Yahirun, Jenjira J., Connor M. Sheehan, and Krysia N. Mossakowski. "Depression in Later Life: The Role of Adult Children’s College Education for Older Parents’ Mental Health in the United States." Journals of Gerontology: Series B 75, no. 2 (November 9, 2018): 389–402. http://dx.doi.org/10.1093/geronb/gby135.

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Abstract Objectives Research on the socioeconomic gradient in mental health links disadvantaged family background with subsequent symptoms of depression, demonstrating the “downstream” effect of parental resources on children’s mental health. This study takes a different approach by evaluating the “upstream” influence of adult children’s educational attainment on parents’ depressive symptoms. Methods Using longitudinal data from the U.S. Health and Retirement Study (N = 106,517 person-years), we examine whether children’s college attainment influences their parents’ mental health in later life and whether this association increases with parental age. We also assess whether the link between children’s college completion and parents’ depression differs by parents’ own education. Results Parents with children who completed college have significantly lower levels of depressive symptoms than parents without college-educated children, although the gap between parents narrows with age. In addition, at baseline, parents with less than a high school education were more positively affected by their children’s college completion than parents who themselves had a college education, a finding which lends support to theories of resource substitution. Discussion Offspring education is an overlooked resource that can contribute to mental health disparities among older adults in a country with unequal access to college educations.
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Uecker, Jeremy E., and Lindsay R. Wilkinson. "College Selectivity, Subjective Social Status, and Mental Health in Young Adulthood." Society and Mental Health 10, no. 3 (August 17, 2019): 257–75. http://dx.doi.org/10.1177/2156869319869401.

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Research on education and mental health has focused primarily on the benefits of higher levels of educational attainment. Other aspects of education, such as college selectivity, may also be associated with mental health, and higher subjective social status (SSS) is a potential pathway through which college selectivity and mental health could be linked. Using data from the National Longitudinal Study of Adolescent to Adult Health, this study (a) examines whether college selectivity influences mental health independent of objective measures of socioeconomic status and (b) assesses the role of SSS in this relationship. Among college graduates, attending a more selective college is associated with higher ratings of SSS, which in turn are associated with fewer depressive symptoms and lower perceived stress and anxiety. These findings contribute to our understanding of the role of college selectivity and SSS in the mental health of young adults.
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Halli-Tierney, Anne, Rebecca Allen, Dana Carroll, and Robert McKinney. "Interprofessional Education Through Case Study: Learners’ Attitudes on Interprofessional Education." Innovation in Aging 4, Supplement_1 (December 1, 2020): 853–54. http://dx.doi.org/10.1093/geroni/igaa057.3141.

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Abstract Interprofessional education case sessions allow learners to apply discipline-specific knowledge to real-life scenarios through thorough facilitated discussion of a patient case. Our interprofessional case discussion was implemented for learners to develop care plans for complex geriatric patients; learners have intentional time to learn with, from and about each other’s roles in geriatric care. All learners receive the case and work through it from their discipline’s perspective, then join a facilitated group discussion to develop collaborative care plans. Participants were surveyed using the ICAS and qualitative comments about perceptions of interprofessional learning, and most interprofessional (medicine, pharmacy, psychology and social work) learners found the sessions to be educational. Themes emerging from qualitative analysis about what was most educational were “different professional approaches”, “professional roles”, “collaboration” and “problem solving”. Typically, learners were unable to identify “least educational” components to the activity. Overall feedback from learners aligns with the goals of interprofessional education. Part of a symposium sponsored by the Mental Health Practice and Aging Interest Group.
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Ribeiro, Oscar, Lia Fernandes, Horácio Firmino, Mário R. Simões, and Constança Paúl. "Geropsychology and psychogeriatrics in Portugal: research, education and clinical training." International Psychogeriatrics 22, no. 6 (July 29, 2010): 854–63. http://dx.doi.org/10.1017/s1041610210000347.

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ABSTRACTBackground: In response to the global challenges of population aging in Portugal, it is crucial to improve research, education and clinical training in old age in order to meet the growing demands placed on psychogeriatric care services.Methods: An overview is provided on the status of old age psychology and psychiatry as part of the multidisciplinary care delivery system for the elderly in Portugal. Available educational offerings and clinical training in geriatric mental health at both undergraduate and postgraduate level are described, as well as primary research associations and initiatives within Portugal.Results: Important issues raised include the need for more educational and clinical training programs for specialists, a broader commitment to aging research and the need to increase interest in working with older adults among students across disciplines. The recent movement towards multidisciplinary work conducted by researchers, psychiatrists, psychologist and other health professionals in Portugal points to the urgent need for specialist education for all health professionals working in geriatrics. This educational initiative must focus not only on the transmission of knowledge on aging-related topics, but also on the training of specific skills and competencies. Improving geriatric mental health service delivery and connecting research with clinical practice constitute other significant steps forward.Conclusions: An effective intervention in psychogeriatrics should involve a strategy with the participation of a multidimensional network that includes the commitment of researchers, educators, clinicians, health policy-makers and older adults. Several recommendations to improve late life mental health care are presented.
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Maolani, Dedeng Yusuf. "Islamic Economic Education Policy in Higher Education for Forming Islamic Financial Human Resources in Indonesia." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5260–70. http://dx.doi.org/10.37200/ijpr/v24i4/pr201624.

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Nawawi, Atiqah. "The Practice of Entrepreneurship Education in a Malaysian Higher Education Institution: A Single Case Study." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 188–95. http://dx.doi.org/10.37200/ijpr/v24i5/pr201682.

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Splett, Joni Williams, Johnathan Fowler, Mark D. Weist, Heather McDaniel, and Melissa Dvorsky. "THE CRITICAL ROLE OF SCHOOL PSYCHOLOGY IN THE SCHOOL MENTAL HEALTH MOVEMENT." Psychology in the Schools 50, no. 3 (January 30, 2013): 245–58. http://dx.doi.org/10.1002/pits.21677.

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Rowling, Louise, and Jo Mason. "A Case Study of Multimethod Evaluation of Complex School Mental Health Promotion and Prevention: The MindMatters Evaluation Suite." Australian Journal of Guidance and Counselling 15, no. 2 (December 1, 2005): 125–36. http://dx.doi.org/10.1375/ajgc.15.2.125.

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AbstractThere are a number of challenges and debates surrounding the implementation of mental health interventions in schools. These include recognising the complexity of influencing factors and the interdependency of key components; the critical importance of monitoring school-based implementation in particular contexts; employing multimethod evaluation designs that can capture the complexity; and judging success using mental health and educational outcomes. These factors are shaped by both mental health and educational research. The prevention paradox focusing on the whole population ‘prevents’ more illness than targeting programs to specific individuals, and is exemplified in school mental health promotion that utilises an ecological or whole school approach. MindMatters, an innovative Australian mental health promotion and pr evention program, illustrates the challenges in this new field of endeavour. Its design and implementation are consistent with recommended effective practice, a comprehensive program that targets multiple health outcomes in the context of a coordinated whole school approach (Jané-Lopis, Barry, Hosman, & Patel, 2005). MindMatters moves beyond the sole focus on the curriculum to acknowledge the key roles of teacher professional development and whole school change within a strengths-based approach. As recommended by Jané-Lopis et al. (2005) measures of key school mental health outcomes are being used, ranging from absenteeism and drop-out rates to the development of social skills and academic achievement. The MindMatters evaluation suite of five separate yet interrelated evaluation studies illustrates some of the complexity involved.
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Albers, Craig A., Todd A. Glover, and Thomas R. Kratochwill. "Introduction to the special issue: How can universal screening enhance educational and mental health outcomes?" Journal of School Psychology 45, no. 2 (April 2007): 113–16. http://dx.doi.org/10.1016/j.jsp.2006.12.002.

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Porche, Michelle V., Darcé M. Costello, and Myra Rosen-Reynoso. "Adverse Family Experiences, Child Mental Health, and Educational Outcomes for a National Sample of Students." School Mental Health 8, no. 1 (January 11, 2016): 44–60. http://dx.doi.org/10.1007/s12310-016-9174-3.

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Penney, Sharon, Gabrielle Young, Emily Butler, Kimberly Maich, and David Philpott. "The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children." Exceptionality Education International 29, no. 3 (December 20, 2019): 57–76. http://dx.doi.org/10.5206/eei.v29i3.9387.

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This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.
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Robertson, Laurel M., Michael P. Bates, Michelle Wood, Jennifer A. Rosenblatt, Michael J. Furlong, J. Manuel Casas, and Pam Schwier. "Educational placements of students with emotional and behavioral disorders served by probation, mental health, public health, and social services." Psychology in the Schools 35, no. 4 (October 1998): 333–45. http://dx.doi.org/10.1002/(sici)1520-6807(199810)35:4<333::aid-pits4>3.0.co;2-j.

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