Bibliografías temáticas / Mental health education

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Literatura académica sobre el tema "Mental health education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Mental health education"

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KELEMEN, GABRIELA. "ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION". JOURNAL PLUS EDUCATION 31, n.º 2/2022 (1 de noviembre de 2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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The issue of education, especially nowadays, raises many questions regarding its role in school, at home, in society as well as the ability of the educational process to keep up with the unprecedented changes in society, in human life in general. The leap of scientific knowledge has caused an unprecedented evolution of technology, which has entered human life with the aim of improving important aspects, but we also see its negative impact in many ways. The values of the past seem to be somehow overtaken by the new social challenges! Time has become a precious gift; modern man no longer has enough time either for himself or for those close to him. Everything happens at a pace that affects human life as a whole, disrupting family and social relationships. All this is reflected in the man's ability to adapt to new challenges, and thus education that equips the individual with those capabilities that make him able to face these unprecedented challenges is necessary. The emotional and somatic impact is mainly reflected in mental health. That is why the school and the educational system have the role of paying more attention to the field of mental health, raising awareness of the dangers that can lead to the installation of mental imbalance, prevention being the prophylactic basis. In our study, we will emphasize the importance of studying the field outside specialized schools, identifying certain deficiencies in education regarding mental health, as well as some important directions to be followed.
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Armbruster, Lindsay. "Mental Health Education". Journal of Physical Education, Recreation & Dance 91, n.º 9 (21 de noviembre de 2020): 51–53. http://dx.doi.org/10.1080/07303084.2020.1811738.

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Carmody, Brendan. "Mental Health and Schooling". Journal of Quality in Health Care & Economics 5, n.º 6 (2022): 1–2. http://dx.doi.org/10.23880/jqhe-16000305.

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A problem in much of today’s western schooling is that it pays little, if any, attention to personal care [1]. The primary concern tends to be success in examinations as an avenue to higher education or the job market [2]. While few would disagree that schooling needs to prepare people for the world of work. More is needed.
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Ward, Martin. "Mental health nursing education". Nursing Standard 13, n.º 43 (14 de julio de 1999): 61. http://dx.doi.org/10.7748/ns.13.43.61.s60.

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Loveland, Lynnetta. "Mental Health Nursing Education". Journal of the American Psychiatric Nurses Association 22, n.º 5 (8 de julio de 2016): 409–10. http://dx.doi.org/10.1177/1078390316654969.

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Damayanti, Rika, Ishak Abdulhak, Ihat Hatimah y Jajat S. Ardiwinata. "Community-Based Mental Health Education in Empowering People with Mental Disorders in the Community". International Journal of Psychosocial Rehabilitation, n.º 14757192 (18 de febrero de 2020): 1346–54. http://dx.doi.org/10.37200/ijpr/v24i3/pr200884.

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Kittleson, Mark J. "Mental Health v. Mental Illness: A Health Education Perspective". American Journal of Health Education 50, n.º 4 (3 de junio de 2019): 210–12. http://dx.doi.org/10.1080/19325037.2019.1616011.

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Ravelli, Anneloes, Marianne C. H. Donker y Karel Geelen. "Health Education in Mental Health Services". Journal of Psychosocial Nursing and Mental Health Services 35, n.º 10 (octubre de 1997): 34–40. http://dx.doi.org/10.3928/0279-3695-19971001-16.

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Waller, Richard, Steven Hodge, John Holford, Marcella Milana y Sue Webb. "Adult education, mental health and mental wellbeing". International Journal of Lifelong Education 37, n.º 4 (4 de julio de 2018): 397–400. http://dx.doi.org/10.1080/02601370.2019.1533064.

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LOOMIS, MAXINE E. "Psychiatric-Mental Health Nursing Education". Annual Review of Nursing Research 6, n.º 1 (septiembre de 1988): 153–66. http://dx.doi.org/10.1891/0739-6686.6.1.153.

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Tesis sobre el tema "Mental health education"

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Albrecht, Opal. "Addressing graduate student mental health". Kansas State University, 2014. http://hdl.handle.net/2097/17381.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Christy Craft
It is estimated that nearly twenty-five percent of graduate students experience symptoms of depression, anxiety, or seasonal affective disorder (Kernan, Bogart, & Wheat, 2011). Graduate students are defined as being unique, vulnerable, and at risk for experiencing a variety of challenges (Hyun, Quinn, Madon, & Lustig, 2006). Several of these challenges can result in high levels of stress (Oswalt & Riddock, 2007). Failing to cope with this stress can lead to increased stress levels, more severe mental health concerns or illness, and potentially dropping out (Hamaideh, 2011). Graduate students are not completing programs at the rate that they should, in fact attrition rates are estimated to be as high as fifty percent for some graduate programs (Kent, 2013). Understanding the effect mental health has on a student’s ability to persist through a graduate program is crucial to understanding the graduate student experience. It is suggested that higher education institutions begin to acknowledge the stress graduate students endure, the transitional struggles they encounter, and the barriers graduate students overcome to seek help. Based on the literature and personal experience, it is proposed that higher education institutions focus on preventative measures when combating the mental health challenges graduate students experience. This report provides a summary of the best strategies to consider when focusing on graduate student mental health. These strategies include the creation of an office devoted to providing graduate students with the support services they deserve.
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East, Carole Ann Margaret. "Managing mental health difficulties in higher education : the lived experience". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13932/.

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1.6 million young people are currently in higher education (HEFCE, 2010). Even though participation ‘stands at 57% for the 20% most advantaged ... compared to 19% for the most disadvantaged 20%’( Inside Government, 2011), this is an increasingly diverse population. Among the attendant pressures for both students and staff, mental health concerns predominate: since the Royal College of Psychiatrists published their first report into the mental health of students, (RCP, 2003), the issues ‘highlighted have shown no signs of abating and in many respects have become more pressing’ (RCP. 2011:17). Universities for their part increasingly seek to address students’ mental health needs, thereby supporting successful completion of their studies. This doctoral research examines the experiences of ‘home’ undergraduate students in one Russell Group university (henceforth anonymised as Midlands University) and the staff who support them. A qualitative approach serves to highlight the voices of participants and offer an in-depth account of their lived experience of access to, and participation in, the social and academic life of the University. Social Capital theory, Emotional Geographies and the Capability Approach provide a theoretical framework for the analysis of interview data. Key findings confirm the ongoing impact of stigma and discrimination, and indicate the importance of the affective domain of education and the role of student culture on support experiences. The overall aim of this study was to improve student and staff experiences of support. The findings have been and continue to be used to inform policy and practice within the study University.
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Cutshall, Jessica. "Psychoeducational Mental Health Counseling Video Intervention: Patients’ Attitudes, Knowledge, and Conversations with Provider about Mental Health Counseling". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586883515772007.

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Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

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This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.
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Cartwright, Mark E. "Psychoeducation among caregivers of children receiving mental health services". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187029938.

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Tansathitaya, Vimolmas. "Selected Health Related Factors and Behaviors among Southeast Asian Immigrants: Tobacco, Mental Health, Healthy Neighborhood Factors, and Health Care Utilization". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1552391701300341.

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Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers". Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.

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Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.

This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.

Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.

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Dickinson, Claire. "Interprofessional education for community mental health : changing attitudes and developing skills". Thesis, Durham University, 2003. http://etheses.dur.ac.uk/1093/.

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Sharp, William Garry. "Help-seeking and mental health education : an evaluation of a classroom based strategy to modify help-seeking for mental health problems /". Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1379527751&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1217358893&clientId=22256.

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Merriman, Helen Louise. "Perspectives on mental health and the role of schools". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/450/.

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This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. The thesis consists of two volumes. Volume One explores the role of schools in mental health work. A literature review considers perspectives on mental health, ways in which the mental health of children and young people can be promoted or demoted, and the role that schools have in this area. Transfer from primary to secondary school has been identified as a vulnerable time for pupils. Consequently, an empirical research study was designed to explore the views of Year 7 pupils at one secondary school to identify how their school does, and could further, support their emotional health and well-being during, and following, transfer from primary school. Volume Two consists of five Professional Practice Reports that each explore different aspects of the role of the educational psychologist. Papers relate to working with teaching assistants, supporting pupils experiencing difficulties with peer relationships in school, supporting pupils who have a parent who has a mental health difficulty, supporting pupils in the early years’ who have speech, language and communication difficulties, and conducting research with children and young people.
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Libros sobre el tema "Mental health education"

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Theo, Stickley y Basset Thurstine, eds. Teaching mental health. Chichester, West Sussex, England: John Wiley & Sons, 2007.

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Hermans, Marc H. M., Tan Chay Hoon y Edmond Pi, eds. Education about Mental Health and Illness. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-0866-5.

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Quackenbush, Marcia. Emotional & mental health. 4a ed. Santa Cruz, Calif: ETR Associates, 2010.

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Walsh, Joseph. Psychoeducation in mental health. Chicago: Lyceum Books, 2010.

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Walsh, Joseph. Psychoeducation in mental health. Chicago: Lyceum Books, 2010.

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S, Wallerstein Robert, ed. The Doctorate in mental health: An experiment in mental health professional education. Lanham, Md: University Press of America, 1991.

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1946-, Miner Kathleen Rae, ed. Mental and emotional health. Santa Cruz, Calif: ETR Associates, 1994.

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Francis, Abraham P. y Margaret Anne Carter, eds. Mental Health and Higher Education in Australia. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3.

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Price, Christine. Continuing education needs of mental health nurses. [s.l: The Author], 2003.

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Grand, Laurie Cope. The adult client education handout planner. New York: John Wiley, 2003.

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Capítulos de libros sobre el tema "Mental health education"

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Luria, Michal, Ulu Mills, Jennifer Brown, Katie Herzog, Laura Rodriguez-Eng, Supawat Vitoorakaporn, Josh LeFevre et al. "Materialising Mental Health". En Creative Approaches to Health Education, 14–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003126508-2.

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Shaw, Steven R. "Mental Health". En Reaching and Teaching Students Who Don't Qualify for Special Education, 224–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-15.

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Ferrin, Maite. "Education in Mental Health". En Mental Health and Illness Worldwide, 1–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-0753-8_41-1.

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Ferrin, Maite. "Education in Mental Health". En Mental Health and Illness Worldwide, 489–501. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2348-4_41.

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Gardner, D. E. M. "Play and Mental Health". En The Education of Young Children, 61–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171010-4.

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Conn, David K. "Mental Health Promotion: How Does Education Contribute?" En Global Mental Health, 173–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59123-0_15.

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Alty, Ann. "Seclusion and nurse education". En Seclusion and Mental Health, 110–26. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-2969-3_8.

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Meeks, Lisa M. y Joseph F. Murray. "Mental Health and Medical Education". En Medical Student Well-Being, 17–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16558-1_2.

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Bijou, Sidney W. "The Education and Treatment of Behavior-Disordered Mentally Retarded Children". En Mental Retardation and Mental Health, 294–99. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_26.

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Jacobs, Brian, Keiko Yoshida y Eric Taylor. "Education and Training". En Mental Health and Illness Worldwide, 1–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-0753-8_55-1.

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Actas de conferencias sobre el tema "Mental health education"

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Furdui, Teodor, Valentina Ciochina, Vlada Furdui, Valeria Vrabie, Stela Vudu y Iurii Jitari. "MENTAL HEALTH AND EDUCATION". En XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2980.sudak.ns2022-18/364-365.

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"Inclusive Education: Mental Health Maintenance". En Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium80-82.

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"Adult Mental Health and Education". En Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

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Thoybah, Nurhayana, Mario Pratama y Tesi Hermaleni. "Husband's Marital Satisfaction: Does Education Matter?" En International Conference of Mental Health. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011095700003368.

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Guba, Natalya y Natalya Mosol. "Perinatal psychological support, counseling and education". En III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.gm.18.

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Kolodych, D., Katerina Milutina, Vsevolod Zelenin y Tetiana Andrushchenko. "Anxiety and informal education (cross-cultural aspect)". En III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.kmza.2.

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Los, Oksana. "The role of sexual education in preschool mental health care". En III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.ol.25.

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Hasan, Aliah B. Purwakania y Hendri Tanjung. "Islamic Religious Based Mental Health Education: Developing Framework for Indonesia mental health policy analysis." En 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.5.

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Faizah, Rayinda. "Mental Health vs Mental Toughness in Athlete". En Proceedings of the 5th International Conference on Sports, Health, and Physical Education, ISMINA 2021, 28-29 April 2021, Semarang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.28-4-2021.2312115.

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Kang, Youli. "Significance of Mental Health Education in Ideological and Political Education". En International Conference on Information System and Management Engineering. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0006447202050208.

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Informes sobre el tema "Mental health education"

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6522.

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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry y Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, mayo de 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.
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Cuellar, Alison Evans y Dhaval Dave. Causal Effects of Mental Health Treatment on Education Outcomes for Youth in the Justice System. Cambridge, MA: National Bureau of Economic Research, mayo de 2015. http://dx.doi.org/10.3386/w21206.

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Wang, Zaisheng, Chris Blackmore y Scott Weich. Mental Health Services International Students can Access in UK Higher Education: an Evidence and Gap Map (EGM). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, diciembre de 2022. http://dx.doi.org/10.37766/inplasy2022.12.0038.

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Review question / Objective: a. Question • What kind of mental health services that international students can access in UK higher education? b. Objectives • to systematically search and identify the range of mental health services that international students in UK higher education can access. • to gather and display evidence on health care and services to maintain or enhance mental health conditions of mental health services in the UK. • to collect clusters of existing evidence and gaps to inform the potential literature review design. Background: Mental health is already a significant global issue in higher education (Alonso et al., 2018; Auerbach et al., 2016a, 2016b; Mortier et al., 2018). As the WHO argued, there is no health without mental health (DH, 2011; Prince et al., 2007; WHO, 2018, 2021, 2022a). Higher education students who are far away from home, lack social support and face language and cultural differences are the vulnerable populations in terms of mental health compared with home students (Blackmore et al., 2019; Forbes-Mewett & Sawyer, 2016, 2019; Minutillo et al., 2020; Sachpasidi & Georgiadou, 2018; Sherry et al., 2010). As a critical industry, UK higher education has the second-largest group of international higher education students globally (Department for Education & Department for International Trade, 2021; QS, 2019; QS Enrolment Solutions, 2021; Universities UK, 2021a, 2021b). However, compared with home students, international students are less likely to use mental health services in UK higher education. Attention to the mental health conditions of international students in UK higher education has more possibility to be improved in this country (HESA, 2021; Orygen, 2020; Quinn, 2020).
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Bunn, Sarah y Lev Tankelevitch. Sleep and Health. Parliamentary Office of Science and Technology, septiembre de 2018. http://dx.doi.org/10.58248/pn585.

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A POSTnote that explains what is known about sleep and sleep disorders, the effects of poor sleep on performance, and on physical and mental health. It also describes the role of sleep in the context of public and occupational health, road safety, education and the consumer technology market.
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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha y Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), marzo de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.

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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Ahluwalia, Manvir, Katie Shillington y Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, julio de 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Bermingham, Rowena y Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, agosto de 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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9

Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, noviembre de 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Stark, Sasha, Heather Wardle y Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, abril de 2021. http://dx.doi.org/10.33684/2021.002.

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Purpose & Significance: Despite the popularity of lottery and scratchcards and some evidence of gambling problems among players, limited research focuses on the risks of lottery and scratchcard play and predictors of problems, especially among young people. The purpose of this project is to examine whether lottery and scratchcard participation is related to gambling problems among 16-24 year olds in Great Britain and whether general and mental health and gambling behaviours explain this relationship. Methodology: Samples of 16-24 year olds were pooled from the 2012, 2015, and 2016 Gambling in England and Scotland: Combined Data from the Health Survey for England and the Scottish Health Survey (n=3,454). Bivariate analyses and Firth method logistic regression were used to examine the relationship between past-year lottery and scratchcard participation and gambling problems, assessing the attenuating role of mental wellbeing, mental health disorders, self-assessed general health, and playing other games in past year. Results: There is a significant association between scratchcard play and gambling problems. The association somewhat attenuated but remained significant after taking into account wellbeing, mental health disorders, general health, and engagement in other gambling activities. Findings also show that gambling problems are further predicted by age (20-24 years), gender (male), lower wellbeing, and playing any other gambling games. Implications: Results are valuable for informing youth-focused education, decisions around the legal age for National Lottery products, and the development of safer gambling initiatives for high risk groups and behaviours, such as scratchcard play.
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