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Article
Publication date: 1 August 1997

Pippa Bagnall

Summarizes the difficulties facing today’s adolescents and data on the prevalence of risk‐taking behaviour which threatens their health. Describes how the school nurse is in a…

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Abstract

Summarizes the difficulties facing today’s adolescents and data on the prevalence of risk‐taking behaviour which threatens their health. Describes how the school nurse is in a unique position to influence the health of school age children, and is often perceived by them as a caring, listening person whom they can trust. Suggests that school health services are in a rut, straddling the boundary between health and education services and failing to fit neatly into the primary health care team. Outlines how this is having a weakening effect, as providers and purchasers are unwilling to support a service which appears expensive and of questionable value. Deplores the lack of documented evidence on the effectiveness of school health services. Applauds authorities which have replaced routine medical examinations with more appropriate services. Urges the school health service to design services which recognize adolescents as a group with specific health needs. Makes a list of recommendations for achieving this aim.

Details

Health Education, vol. 97 no. 4
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 15 July 2015

Lauryn Young, Maura Mulloy, Sloan Huckabee, Ryan Landoll, Elaine Miller, Marissa Miller and Mark D. Weist

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United…

Abstract

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Article
Publication date: 14 June 2013

Reynold Macpherson

The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in…

Abstract

Purpose

The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School‐Based Integrated Health Centres (SBIHC) partnership.

Design/methodology/approach

When the partners had completed the capital works, an evaluation strategy was designed for 2009‐2012 to identify the extent to which each of the IHCs was meeting the aims set for the IHCs, and each IHC and school was contributing to the aims of the SBIHC project. Formative and summative evaluation used annual case studies to apply data progressively regarding: the use, users and operations of each IHC; students’ perceptions of the user‐friendliness of the IHCs; indicators of the general health and well‐being of students and their sexual and mental health; students’ exposure to crime, substance abuse and poverty; and students’ academic achievement, attendances and exclusions. This process culminated in this paper which reports and discusses findings, suggests implications for practice, theory and research and proposes future directions for the partnership.

Findings

All three schools engaged students closely in the design and decoration of their IHCs. Student ownership was extended into the selection of Coordinators and into centre management and governance. Budehaven Community School appointed a National Health Service (NHS)‐trained Coordinator for their IHC, The Haven, a mental health worker funded for one year by the NHS. After 2009‐2010, his responsibilities were shared by the NHS‐trained Receptionist and the Manager, an Assistant Headteacher. During Year 3, Budehaven added a “co‐location” building, Kevren. About 37 professionals are now located in or visit The Haven and Kevren. Student footfall doubled to about 4,000 in the second year and increased by another 25 per cent in the third year. The wide range of general, mental and sexual health services were highly valued by the students. The Crayon, the IHC in Hayle Community School, achieved a similar footfall over three years. It started with a Receptionist and the Pupil Welfare Officer. The Manager, a Deputy Headteacher, and the Headteacher moving most student support services into the IHC at the end of Year 1. From then on the Crayon had three full‐time professionals. By the end of Year 3, the Crayon had reached the limits of its facilities. A solely positive association was found between IHC usage and measured improvements to mental health and academic progress. The IHC in Penair School, Bywva, developed a wide range of general, sexual and mental health services, attracted a similarly strong footfall, and also reached capacity in Year 3. Penair refined their IHC's line management by an Assistant Headteacher and coordination by a Lead.

Originality/value

This paper offers a new conceptual model of the SBIHC model of health care centred on the reciprocity and integrity of relationships between students and professionals.

Details

International Journal of Educational Management, vol. 27 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 August 2004

Cindy Carlson and Stephen Peckham

Adolescent health service provision is an area of growing concern in the UK, where a number of studies have indicated that young people in their teenage years find accessing…

Abstract

Adolescent health service provision is an area of growing concern in the UK, where a number of studies have indicated that young people in their teenage years find accessing formal health services difficult. The Bodyzone Project in Oxfordshire is an innovative programme aimed at bringing health services into schools to ensure greater accessibility. This paper reports on the first phase of a programme of evaluation of the Bodyzone Project, involving a cross‐sectional study. Methods used were both qualitative and quantitative to explore student knowledge, attitudes and behaviours with regards to health issues, health services and the Bodyzone service. The results of the study indicate that Bodyzone is a valued service for those who use it and by schools where it is based. However, there is also a clear indication of unmet health promotion and service need amongst students of those schools, which the current configuration of Bodyzone is not able to address fully.

Details

Health Education, vol. 104 no. 4
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 28 December 2006

Melissa Pearrow and Peter Whelley

Public schools possess a unique constellation of opportunities and challenges for mental health service provision. Schools, as settings within a larger ecological context, can be…

Abstract

Public schools possess a unique constellation of opportunities and challenges for mental health service provision. Schools, as settings within a larger ecological context, can be a community institution that supports a child as s/he develops assets for resilient development while providing opportunities for a range of life choices. School is the setting where children can learn and practice peer relations and social norms, and it can be a refuge where children who have many environmental risks can find structure and effective methods of success (Doll, 1999). When Willie Horton, the infamous bank robber, was asked why he robbed banks, he responded, “Because that's where the money is.” At a most basic level, schools are where the children are. Every day more than 52 million students attend over 1,14,000 schools in the United States, and including the 6 million adult staff, this amounts to almost one-fifth of the population passing through the Nation's schools on any given weekday (New Freedom Commission on Mental Health, 2003).

Details

Research on Community-Based Mental Health Services for Children and Adolescents
Type: Book
ISBN: 978-1-84950-416-4

Article
Publication date: 1 January 2006

Elaine Chase, Rosalind Goodrich, Antonia Simon, Sally Holtermann and Peter Aggleton

The purpose of this paper is to describe the process and lessons learned from an evaluation of “Teen Talk”, a health drop in service at Kidbrooke, a state secondary school in…

1027

Abstract

Purpose

The purpose of this paper is to describe the process and lessons learned from an evaluation of “Teen Talk”, a health drop in service at Kidbrooke, a state secondary school in Greenwich.

Design/methodology/approach

A multi‐pronged approach was adopted for the evaluation. This included a questionnaire survey of a sample of 180 pupils within the school; in‐depth discussions with 12 young people who had used the service; interviews with health and education professionals and parents; desk research including an analysis of costs and discussions with senior staff in other schools in Greenwich to determine the feasibility of replicating the “Teen Talk” model elsewhere in the borough.

Findings

“Teen Talk” is greatly valued by pupils and staff at the Kidbrooke and was seen to provide a unique service. The overall perception is that it provides good value for money. However, the evaluation identified important lessons in setting up and managing the project which can help refine the service and which have relevance for local and national contexts.

Research limitations/implications

This paper illustrates the advantages of embedding evaluation research in health service design and implementation, particularly when there is the potential of replicating service delivery models in other school settings.

Originality/value

Creating safe and confidential spaces for young people to access help and advice on a range of health issues is by now well recognized as good practice. School‐based health facilities are a relatively new approach to young people's health promotion. Although the benefits of this type of provision are largely undisputed, to date, few such services have been evaluated.

Details

Health Education, vol. 106 no. 1
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 28 October 2013

Valentina Baltag and Miriam Levi

The purpose of this article is to produce a taxonomy of organizational models of school health services (SHS) in the WHO European Region, and to reflect upon the potential of each…

Abstract

Purpose

The purpose of this article is to produce a taxonomy of organizational models of school health services (SHS) in the WHO European Region, and to reflect upon the potential of each model to be effective, equitable, responsive and efficient.

Design/methodology/approach

The authors used data from the WHO survey to identify organizational models. To produce a taxonomy of organizational models, three features of SHS organization were analyzed – the presence of health personnel specifically dedicated to school health services provision (school nurse and/or school doctor); the statutory involvement of other health professions in SHS provision; and the proximity of service provision to pupils (school-based or not school-based).

Findings

There are five organizational models of school health services in the Member States of the WHO European Region: dedicated school-based, dedicated community-based, integrated with primary care, mixed school-based, and mixed community-based. Preliminary reflections show that school based models are more likely to produce better outcomes in terms of effectiveness, equity, responsiveness, and efficiency.

Research limitations/implications

The WHO European Region has 53 Member States; the data are therefore incomplete and conclusions are limited to the 37 respondent countries.

Practical implications

Knowledge on performance of various models of service provision may inform decision-makers in the process of reforms.

Originality/value

This is the first attempt to produce a taxonomy of organizational models of school health services based on data from 37 countries, and to investigate the potential of each model to achieve desirable health system objectives.

Details

Journal of Health Organization and Management, vol. 27 no. 6
Type: Research Article
ISSN: 1477-7266

Keywords

Open Access
Book part
Publication date: 6 May 2019

Danielle Jansen, Johanna P. M. Vervoort, Annemieke Visser, Sijmen A. Reijneveld, Paul Kocken, Gaby de Lijster and Pierre-André Michaud

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health

Abstract

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health care. SHSs are unique in that they are designed exclusively to address the needs of children and adolescents in this age group and setting.

We investigated SHSs have been provided to schools and how they contribute to primary healthcare services for school children. We did this by mapping the national school health systems against the standards of the World Health Organization, and against a framework measuring the strength of primary care, adapting this from an existing, adult-focused framework.

We found that all but two countries in the European Union and European Economic Area have SHSs. There, however, remains a need for much greater investment in the professional workforce to run the services, including training to ensure appropriateness and acceptability to young people. Greater collaboration between SHSs and primary care services would lead to better coordination and the potential for better health (and educational) outcomes. Involving young people and families in the design of SHSs and as participants in its outputs would also improve school health.

Details

Issues and Opportunities in Primary Health Care for Children in Europe
Type: Book
ISBN: 978-1-78973-354-9

Keywords

Book part
Publication date: 4 January 2012

Kendra P. DeLoach, Melissa Dvorsky, Elaine Miller and Michael Paget

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more…

Abstract

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential.

Details

Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

Keywords

Article
Publication date: 5 December 2023

Hao Wang and Yunna Liu

This study aims to construct a mental health service system for middle school students in the post-COVID-19 era with the framework of Six Sigma DMAIC (define, measure, analyze…

Abstract

Purpose

This study aims to construct a mental health service system for middle school students in the post-COVID-19 era with the framework of Six Sigma DMAIC (define, measure, analyze, improve and control) and analyze the influencing factors of the mental health service system to study the implementation strategies of quality-oriented mental health services in middle schools.

Design/methodology/approach

This study was conducted in Tianjin, China, from September to November 2022, and 350 middle school students from Tianjin Public Middle School were selected as subjects. A questionnaire survey was used to collect data. In this study, the Six Sigma DMAIC method, sensitivity analysis method, exploratory factor analysis and principal component analysis were used to analyze the mental health services provided to middle school students.

Findings

Based on the Six Sigma DMAIC framework, this study indicates that the contribution rate of the mental health service process factor is the largest in the post-COVID-19 era. The mental health cultivation factor ranks second in terms of its contribution. Mental health quality and policy factors are also important in the construction of middle school students’ mental health service system. In addition, the study highlights the importance of parental involvement and social support in student mental health services during the post-COVID-19 era.

Originality/value

To the best of the authors’ knowledge, a study on middle school students’ mental health in the post-Covid-19 era has not yet been conducted. This study developed a quality-oriented mental health system and analyzed the influencing factors of mental health for middle school students based on data analysis and the Six Sigma DMAIC method.

Details

International Journal of Lean Six Sigma, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-4166

Keywords

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