We are pleased to announce a newly launched virtual issue of CAMH on School-based interventions. This includes a collection of papers previously published in CAMH which examine a number of interventions aimed at improving mental health and well-being in schools and some of the factors that can either facilitate or impede the interventions.
Guest edited by Professor Geoff Lindsay of the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick,
The eight articles in this virtual issue provide examples of research that addresses important elements of school-based provision, including the examination of the feasibility of such interventions. These include young people’s views of how welcome they are, how important factors including confidentiality in a school context may be ensured, the type of mental health issues that might be addressed, and the evidence for the effectiveness of different interventions.
Sharpe et. al. survey the provision of mental health and well-being support within schools and report on which factors facilitate or obstruct positive intervention.
Patalay et. al. reveal that whilst half of schools in their study consider mental health provision a high-to-essential priority, over half report not implementing a school policy concerning mental health, largely due to their limited access to specialist help.
Hart and O’Reilly explore the challenges of facilitating safe, sensitive and confidential information exchange on students’ mental health within schools and between services and highlight helpful distinctions between several processes in developing such discussions and procedures.
Sibley et. al. examine an intervention delivered by school staff to students with ADHD and show how barriers in the intervention delivery can be reduced through the involvement of a specialist member of school staff.
Rodgers and Dunsmuir demonstrate the effectiveness of the ‘FRIENDS for Life’ school-based CBT programme as a means of reducing anxiety and indicate the importance of the careful determination of appropriate-focused-goals.
McGeechan et. al. provide interesting qualitative information about the delivery of a school-based mindfulness course and the benefits and disadvantages as perceived by the affected students.
A study of schools in Nigeria by Bella-Awusah et. al. indicates significantly positive results of a CBT programme in reducing depression. Studies from non-Western countries are important not only for generalisation, but also to support capacity building.
Burns & Rapee examine a screening instrument (Child RADAR) for mental health risk in primary aged children, reporting good technical properties in terms of validity, internal consistency and test-retest reliability, and its factor structure.