Creating Shared Mental Models for Evidence-Based Mental Health Promotion in Schools
Author: Zoellner, Don
Source: Advances in School Mental Health Promotion, Volume 2, Number 3, July 2009 , pp. 15-29(15)
Publisher: The Clifford Beers Foundation
Abstract:In postulating the need for a more inclusive conceptualisation of knowledge that improves the practice of prevention science in mental health programs, Rowling (2008) makes a case for acknowledging the validity of the disparate research and practice cultures from both health and education. A review of literature using narrative synthesis was undertaken to explore the differing research and practice cultures. Three recurring themes were identified at the interface of these differing traditions: individual versus group orientation, school leadership and change in schools. These are perceived differently due to the mental models being used by program developers and education professionals. These alternative views consistently emerge in relevant evaluation reports. It is proposed that the identified problems of sustainable implementation in schools are not restricted to health-related programs, but are consistent across interventions. Building on this analysis, several actions are suggested that will increase the capacity to develop, implement and sustain universal and evidence-based promotion and prevention activities in Australian schools.
Document Type: Research Article
Publication date: 2009-07-01
Published by The Clifford Beers Foundation, in collaboration with the University of Maryland School of Medicine, Advances in School Mental Health Promotion emphasises the interconnectedness of research, policy, training and practice and the opportunities to make progress in all these areas through global dialogue, collaboration and action. Mark Weist (University of South Carolina and former director/senior advisor of the Center for School Mental Health) and Michael Murray (The Clifford Beers Foundation) are the editors, supported by a distinguished international editorial board.
Advances in School Mental Health Promotion is an academic journal that co-ordinates the dissemination of new research outcomes to all those involved in policy making and the implementation of mental health promotion in schools and is essential reading for those with a personal or professional interest in this work.
Peer reviewed by an expert international board, the Journal is a comprehensive information resource which publishes material of distinction submitted by those with a clinical, professional, academic or personal interest in promoting mental health in schools
The aim of the Journal is to increase awareness, foster understanding and promote collaboration between the different disciplines engaged in this diverse activity of study.
Advances in School Mental Health Promotion is the official journal of the International Alliance for Child and Adolescent Mental Health and Schools (InterCAMHS), an alliance that aims to promote the mental health and wellbeing of children and young people.
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