2,028
Views
6
CrossRef citations to date
0
Altmetric
Articles

An ecological model of mental health promotion for school communities: adolescent views about mental health promotion in secondary schools in the UK

Pages 289-307 | Received 25 Aug 2014, Accepted 05 Sep 2014, Published online: 16 Oct 2014

References

  • Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11, 11–18.
  • Aston, H. (2012). Young peoples views about mental health promotion in secondary schools (Doctoral dissertation). University of Essex, Tavistock and Portman Clinic, Essex, London.
  • Aston, H., & Lambert, N. (2010). Young people's views about their involvement in decision-making. Educational Psychology in Practice, 26, 41–51.
  • Atkinson, M., & Hornby, G. (2002). Mental health handbook for schools. London: Routledge and Farmer.
  • Badham, B., & Wade, H. (2005). Standards for the active involvement of children and young people (Revised edition). London: Local Government Association in partnership with the National Youth Agency. Retrieved from http://www.nya.org.uk/hearbyright.
  • Battistich, V., Solomon, D., Watson, M., & Schapps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–152.
  • Bohman, J. (1999). Theories, practices, and pluralism: A pragmatic interpretation of critical social science. Philosophy of the Social Sciences., 29, 459–480.
  • Bond, L. A., & Compas, B. E. (Eds.). (1989). Primary prevention and promotion in schools. Newbury Park, CA: Sage.
  • Bosma, M., & Hosman, C. (1991). Programmes for competence enhancement. In M.Bosnia (Ed.), Mental health promotion and prevention in schools. Utrecht: Dutch Centre for Health Education and Health Promotion.
  • Bowlby, J. (1953). Child care and the growth of love. Harmondsworth: Penguin.
  • Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Tavistock/Routledge.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Charmaz, K. (1995). Grounded theory. In J. A.Smith, R.Harre, & L. V.Langehove (Eds.), Rethinking methods in psychology (pp. 27–49). London: Sage.
  • Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K.Denzin & Y. S.Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 509–535). Thousand Oaks, CA: Sage.
  • Charmaz, K. (2003). Grounded theory. In J. A.Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 81–110). London: Sage.
  • Charmaz, K. (2005). Grounded theory in the 21st century. In N. K.Denzin & Y. S.Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 507–535). London: Sage.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
  • Cohen, L., Manion, L., & Morrisson, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
  • Cowie, H., Boardman, C., Dawkins, J., & Jennifer, D. (2004). Emotional health and well-being. A practical guide for schools. London: Paul Chapman.
  • Department for Education (DfE). (2011). Support and aspiration: A new approach to special educational needs and disability. London: The Stationery Office.
  • Department for Education and Skills (DfES). (2004). Every child matters: Next steps. Nottingham: Author. Ref: DfES/0240/2004.
  • Department of Health/Department of Education and Skills (DoH/DfES). (2004). Promoting emotional health and wellbeing through the National Healthy School Standard. London: HMSO.
  • Dowling, E. (1994). Theoretical framework: A joint systems approach to educational problems with children. In E.Dowling & E.Osborne (Eds.), The family and the school: A joint systems approach to problems with children (2nd ed., pp. 1–29). London: Routledge.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Collaborative for academic, social and emotional learning (CASEL). Child Development, 82, 405–432.
  • Durlak, J., & Wells, A. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152.
  • Emerson, E., & Hatton, C. (2007). The mental health of children and adolescents with learning disabilities in Britain. Lancaster: Institute for Health Research Lancaster University. Retrieved from http://www.lancs.ac.uk/staff/emersone/FASSWeb/Emerson_07_FPLD_MentalHealth.pdf.
  • Ermisch, J. (2003). An economic analysis of the family. Princeton, NJ: Princeton University Press.
  • Fern, E. F. (1982). The use of focus groups for idea generation: The effects of group size, acquaintanceship, and moderator on response quantity and quality. Journal of Marketing Research, 19, 1–13.
  • Franze, M., & Paulus, P. (2009). MindMatters – A programme for the promotion of mental health in primary and secondary schools. Health Education, 109, 369–379.
  • Gallagher, M., & Millar, R. (1996). A survey of adolescent worry in Northern Ireland. Pastoral Care in Education, 14, 26–32.
  • Glaser, B. G., & Strauss, A. L. (1968). The discovery of grounded theory. London: Weidnefeld and Nicolson.
  • Hart, R. (1992). Children's participation: From tokenism to citizenship. Florence: UNICEF International Child Development Centre.
  • Hartley-Brewer, E. (2001). Learning to trust and trusting to learn: How schools can affect children's mental health. London: Institute for Public Policy Research.
  • Hazell, T. (2005). MindMatters. Evaluation of the professional development program and school-level implementation final report. Sydney: Hunter Institute of Mental Health. Retrieved from http://www.mindmatters.edu.au/verve/_resources/pd_final.pdf.
  • Health Care Commission. (2006). RCPCH responds to Health Care Commission Review of children's service. Retrieved from http://www.rcpch.ac.uk/news/healthcare-commission-review-31-August-2006.
  • Health Education Authority. (1997). Expectations for the future: An investigation into the self-esteem of 13 and 14 year old girls and boys. London: Author.
  • Humphrey, N. (2013). Social and Emotional Learning, a critical appraisal. London: Sage.
  • Jané-Llopis, E., & Anderson, P. (Eds.). (2005). Mental health promotion and mental disorder prevention across European Member States: A collection of country stories. Luxembourg: European Communities.
  • Jané-Llopis, E. & Barry, M. (2005). What makes mental health promotion effective?Promotion and Education Suppl. 2, 47–55.
  • Litosseliti, L. (2007). Using focus groups in research. London: Continuum.
  • MacDonald, G., & O'Hara, K. (1998). Ten elements of mental health, its promotion and demotion: Implications for practice. Position paper on mental health. Birmingham: Society of Health Education and Health Promotion Specialists.
  • McCallin, A. (2009). What is grounded theory. Retrieved from http://www.groundedtheoryonline.com/what-is-grounded-theory/classic-grounded-theory. Downloaded on 7.4.2010.
  • Meltzer, H., Gatward, R., Corbin, T., Goodman, R., & Ford, T. (2003). The mental health of young people looked after by local authorities in England. London: HMSO: TSO.
  • Meltzer, H., Harrington, R., Goodman, R., & Jenkins, R. (2001). Children and adolescents who try to harm, hurt or kill themselves. London: ONS.
  • Miller, D. N., Gilman, R., & Martens, M. P. (2008). Wellness promotion in the schools: Enhancing students' mental and physical health. Psychology in the Schools, 45, 5–15.
  • Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). London: Sage.
  • Morgan, M., Gibbs, S., Maxwell, K., & Britten, N. (2002). Hearing children's voices: Methodological issues in conducting focus groups with children aged 7–11 years. Qualitative Research, 2, 5–20.
  • Mruck, K., & Mey, G. (2007). Grounded theory and reflexivity. In A. Bryant, K. Charmaz (Eds.) (2010), The Sage handbook of grounded theory (2nd ed., pp. 515–538). Thousand Oaks, CA: Sage.
  • National Children's Bureau. (2004). Mental health services – What children and young people want. Highlights no. 210. Produced by the Library and Information Service of the National Children's Bureau. Registered Charity No. 258825. Retrieved from http://www.ncb.org.uk.
  • Oliver, S., Harden, A., Rees, R., Shepherd, J., Brunton, G., & Oakley, A. (2007). Young people and mental health: Novel methods for systematic review of research on barriers and facilitators. Health Education Research, 23, 770–790.
  • Palmer, C. (2005). Higher standards, better schools for all. 5 Side briefing on the new education White Paper, higher standards, better schools for all. Learning and culture: Policy development. Birmingham: Birmingham City Council.
  • Patton, G., Glover, S., Bond, L., Butler, H., Godfrey, C., & Di Pietro, G. (2000). The Gatehouse Project: A systematic approach to mental health promotion in secondary schools. Australian and New Zealand Journal of Psychiatry, 34, 586–593.
  • Porteous, M. (1997). Occupational Psychology: An introduction. New Jersey, NJ: Prentice Hall.
  • Pransky, J. (2001). Prevention. The critical need. Springfield: Burrell Foundation, Nehri Publications, 1st Books Library.
  • Prout, A. (2005). The future of childhood. London: Routledge Falmer.
  • Pugh, G., & Statham, J. (2006). Innovative approaches in schools and community programmes. In C.McAuley, P. J.Pecora, & W.Rose (Eds.), Enhancing the well-being of children and families through effective interventions: International evidence for practice (pp. 276–288). London: Jessica Kingsley.
  • Rowlands, J. (2003). Beyond the comfort zone: Some issues, questions, and challenges in thinking about development approaches and methods. In Development methods and approaches critical reflections (Vol. 1, pp. 1–20). Oxford: OXFAM.
  • Rowling, L. (2009). Strengthening ‘school’ in school mental health promotion. Health Education, 109, 357–368.
  • Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1980). Fifteen thousand hours. London: Open Books.
  • Sheehan, M., Cahill, H., Rowling, L., Marshall, B., Wynn, J., & Holdsworth, R. (2002). Establishing a role for schools in mental health promotion: The MindMatters project. In L.Rowling, G.Martin, & L.Walker (Eds.), Mental health promotion and young people: Concepts and practice (pp. 111–127). Sydney: McGraw Hill.
  • Shooter, M. (2005). Dancing with the devil? A personal view of psychiatry's relationships with the pharmaceutical industry. Psychiatric Bulletin, 29, 81–83.
  • Smith, A. B., Gaffney, M., & Nairn, K. (2004). Health rights in secondary schools: Student and staff perspectives. Health Education Research, 19, 85–97.
  • Smith, P., Whitby, K., & Caroline, S. (2004). The employment and deployment of teaching assistants in the classroom. Local Government Research Report 5/04. Slough: NFER.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). London: Sage.
  • United Nations (UN). (1989). Convention on the rights of the child. London: UNICEF UK.
  • United Nations (UN). (2002). Report of the Committee on the rights of the Child Corrigendum. New York, NY: United Nations.
  • Weare, K., & Markham, W. (2005). What do we know about promoting mental health through schools?Promotion and Education, 12, 118–122.
  • Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say?Health Promotion International, 26(S1), 29–69.
  • Webb, C., & Kervan, J. (2001). Focus groups as a research method: A critique of some aspects of their use in nursing research. Journal of Advanced Nursing, 33, 798–805.
  • Weist, M., & Murray, M. (2007). Advancing school mental health promotion globally. Advances in School Mental Health Promotion, 1, 2–12.
  • Wells, J., Barlow, J., & Stewart-Brown, S. (2003). A systematic review of universal approaches to mental health promotion in schools. Health Education, 103, 197–220.
  • Willig, C. (2008). Introducing qualitative research methods in psychology (2nd ed.). Maidenhead: McGare Hill/Open University Press.
  • Woodhead, M., & Faulkner, D. (2000). Subjects, objects or participants? Dilemmas of psychological research with children. In P.Christensen & A.James (Eds.), Research with children: Perspectives and practices (pp. 10–39). London: Falmer.
  • Woolfson, R., Mooney, L., & Bryce, D. (2007). Young people's views of mental health in secondary schools. Renfrewshire Educational Psychology Service. Edinburgh: Scottish Executive. Government Publication.
  • World Health Organisation (WHO). (2001). Mental health: Strengthening mental health promotion. Fact sheet no. 220. Revised November 2001. Geneva: WHO Media Centre. Retrieved from http://www.who.int/mediacentre/factsheets/fs220/en/print.html.
  • World Health Organisation (WHO). (2002). World health report: Reducing risks, promoting healthy life. Geneva: Author. https://doi.org/http://www.who.int/whr/2002/en/whr2002_annex_notes.pdf.
  • Wyn, J., Cahill, H., Holdsworth, R., Rowling, L., & Carson, S. (2000). MindMatters, a whole-approach to promoting mental health and well-being. Australian and New Zealand Journal of Psychiatry, 34, 594–601.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.