C. Effect of Comprehensive Approaches, Coordinated Agency-School Programs, Whole School StrategiesThis is a featured page

This section lists research, reports and resources describing the effectiveness of school mental health programs on health, mental health and aspects of mental health and illness. The documents are listed in relation to comprehensive, coordinated and whole school approaches. Many of the items are reporting studies of individual interventions, so there is some overlap with Section D of this Toolbox.


C-1 SMH Statements, Models & Frameworks


Several Canadian organizations have developed a draft consensus statement on school-based and school-linked school mental health programs. This statement has been posted in the World School health Encyclopedia for world wide discussions since many of its references and antecedents are derived from international sources.

SMH A Consensus Statement (St) (First Draft Oct-10), Open for edits & comments)


C-2. Effectiveness of Comprehensive Approaches (A comprehensive approach considers the whole child, not just the health/social problem all children (especially vulnerable), developmental stages/life course, clusters of behaviours and conditions(e.g. mental health, crime, tobacco, sexual risk-taking, dropouts), community and systems context analysis, synergistic combinations of strategies and initiatives (e.g. police officers, safe schools, character education, early childhood programs), multi-level , inter-sectorial strategies, programs and policies)
Research Reports/Resources
Tennant, R., Goens, C., Barlow, J., Day, C., Stewart-Brown, S. (2007) A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people Journal of Public Mental Health Vol 6, 1, 25-32

Schwartz SE, Petersen SB.(2008) A new developmentalist role: connecting youth development, mental health, and education. New Dir Youth Dev 2008;(120):57-77, Table

Weist MD (2005) Fulfilling the promise of school-based mental health: moving toward a Public Mental Health Promotion approach. J Abnorm Child Psychol. 2005 Dec;33(6):735-41. Review

Hoagwood, K.E., Olin, S.S., Kerker, B.D., Kratochwill, T.R., Crowe, M., Saka, N. (2007) Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders 15: 2: 66-92

Harden A, Rees R, Shepherd J,Brunton G, Oliver S, Oakley A(2001) Young people and mental health: a systematic review of research on barriers and facilitators. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Osher D, Dwyer M, Jackson S. Safe, supportive and successful schools. Colorado: Sopris West Educational Services, 2004

Patton G, Olsson C, Toumbourou J. Prevention and mental health promotion in adolescents. In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia: McGraw-Hill, 2002. 24-37.

Stokols D. Establishing and maintaining healthy environments: toward a social ecology of health promotion. Am Psychol 1992;47: 6–22

Burns S, Cross D, Alfonso H, Maycock B (2008), Predictors of Bullying among 10 to 11 Year Old School Students in Australia, Advances in School Mental Health Promotion, Vol 1, Issue 2, 49-60

Markward MJ, Renner LM Evans CJ (2008) Peer Victimization and Self-Efficacy in Coping with Conflict as Predictors of Depressive Feelings among Females in Early Adolescence, Advances in School Mental Health Promotion, Vol 1, Issue 3, 49-57

Velderman MK, van Dorst AG, Wiefferink CH, Detmar SD, Paulussen T (2008) Quality of Life of Victims, Bullies, and Bully/Victims Among School-Aged Children in the Netherlands, Advances in School Mental Health Promotion, Vol 1, Issue 4, 42-52

Eggert LL, Thompson EA, Herting JR, et al. Prevention research program: Reconnecting at-risk youth. Special Issue: Mental health nursing 2000: Issues and challenges. Issues in Ment Health Nurs 1994; 15(2):107-135.

Hawkins JD, Catalano RF, Kosterman R, Abbott R, Hill KG. Preventing adolescent health-risk behaviors by strengthening protection during childhood. Arch Pediatr Adolesc Med 1999; 153(3)226-34.

Wassef A, Ingham D, Collins ML, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part I: Defining the Problem. Adolescence 1995; 30(119):523-538.

Wassef A, Collins ML, Ingham D, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part II: Critique of school- and community-based programs. Adolescence 1995; 30(120):757-777.

Perkins HJ, Montford CR. The impact of violence in schools: a case study on the role of school-based health centers. Nurs Clin North Am. 2005 Dec; 40(4):671-9,ix.
Taylor L, Adelman HS. Mental health in schools: Promising directions for practice. Adolesc Med: State of the Art Reviews 1997; 7(2):303-337.

Merry S, McDowell H, Wild CJ, Bir J, Cunliffe R. A randomized placebo-controlled trial of a school-based depression prevention program. J Am Acad Child Adolesc Psychiatry. 2004 May; 43(5):538-47

Willinsky, C., & Anderson, A. (2003). Analysis of Best Practices in Mental Health Promotion Across the Lifespan. Final report. Toronto: Centre for Addiction and Mental Health and Toronto Public Health.
  • World Health Organization. Promoting mental health: concepts, emerging evidence, practice: summary report. France: WHO, 2004
  • Trainor, J., Pomeroy, E. & Pape, B (2004) A Framework of Support
    Canadian Mental Health Association A Framework for Support: 3rd Edition continues the commitment of both partnership and a person-centred approach to mental health policy. It also continues the tradition of innovation in the Framework policy model by introducing a new fundamental concept aimed at better articulating what person-centred approaches should mean.

  • Citizens for Mental Health (2004) Mental Health Priorities of the Voluntary Sector: Development of a Framework for Action, Toronto, ON, Canadian Mental Health Association
    The purpose of this report is to present the process and outcomes of the Citizens for Mental Health project. This includes final recommendations to the federal government regarding the key components of a policy framework necessary for the further evolution of a comprehensive national strategy on mental illness and mental health.

C-3 Effectiveness of Coordinated Programs and Services (Differentiate (if possible) between Coordinated School-Community Programs (CSHP) and Whole-School Programs (HPS) involving only school-based personnel
Research Reports/Resources
Tennant, R., Goens, C., Barlow, J., Day, C., Stewart-Brown, S. (2007) A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people Journal of Public Mental Health Vol 6, 1, 25-32

Schwartz SE, Petersen SB.(2008) A new developmentalist role: connecting youth development, mental health, and education. New Dir Youth Dev 2008;(120):57-77, Table

Weist MD (2005) Fulfilling the promise of school-based mental health: moving toward a Public Mental Health Promotion approach. J Abnorm Child Psychol. 2005 Dec;33(6):735-41. Review

Hoagwood, K.E., Olin, S.S., Kerker, B.D., Kratochwill, T.R., Crowe, M., Saka, N. (2007) Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders 15: 2: 66-92

Harden A, Rees R, Shepherd J,Brunton G, Oliver S, Oakley A(2001) Young people and mental health: a systematic review of research on barriers and facilitators. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Osher D, Dwyer M, Jackson S. Safe, supportive and successful schools. Colorado: Sopris West Educational Services, 2004

Patton G, Olsson C, Toumbourou J. Prevention and mental health promotion in adolescents. In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia: McGraw-Hill, 2002. 24-37.

Stokols D. Establishing and maintaining healthy environments: toward a social ecology of health promotion. Am Psychol 1992;47: 6–22

Burns S, Cross D, Alfonso H, Maycock B (2008), Predictors of Bullying among 10 to 11 Year Old School Students in Australia, Advances in School Mental Health Promotion, Vol 1, Issue 2, 49-60

Markward MJ, Renner LM Evans CJ (2008) Peer Victimization and Self-Efficacy in Coping with Conflict as Predictors of Depressive Feelings among Females in Early Adolescence, Advances in School Mental Health Promotion, Vol 1, Issue 3, 49-57

Velderman MK, van Dorst AG, Wiefferink CH, Detmar SD, Paulussen T (2008) Quality of Life of Victims, Bullies, and Bully/Victims Among School-Aged Children in the Netherlands, Advances in School Mental Health Promotion, Vol 1, Issue 4, 42-52

Eggert LL, Thompson EA, Herting JR, et al. Prevention research program: Reconnecting at-risk youth. Special Issue: Mental health nursing 2000: Issues and challenges. Issues in Ment Health Nurs 1994; 15(2):107-135.

Hawkins JD, Catalano RF, Kosterman R, Abbott R, Hill KG. Preventing adolescent health-risk behaviors by strengthening protection during childhood. Arch Pediatr Adolesc Med 1999; 153(3)226-34.

Wassef A, Ingham D, Collins ML, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part I: Defining the Problem. Adolescence 1995; 30(119):523-538.

Wassef A, Collins ML, Ingham D, Mason G. In search of effective programs to address students' emotional distress and behavioral problems. Part II: Critique of school- and community-based programs. Adolescence 1995; 30(120):757-777.

Perkins HJ, Montford CR. The impact of violence in schools: a case study on the role of school-based health centers. Nurs Clin North Am. 2005 Dec; 40(4):671-9,ix.
Taylor L, Adelman HS. Mental health in schools: Promising directions for practice. Adolesc Med: State of the Art Reviews 1997; 7(2):303-337.

Merry S, McDowell H, Wild CJ, Bir J, Cunliffe R. A randomized placebo-controlled trial of a school-based depression prevention program. J Am Acad Child Adolesc Psychiatry. 2004 May; 43(5):538-47

Willinsky, C., & Anderson, A. (2003). Analysis of Best Practices in Mental Health Promotion Across the Lifespan. Final report. Toronto: Centre for Addiction and Mental Health and Toronto Public Health.
  • Centre for Addiction and Mental Health Best practice guidelines for mental health promotion programs: child & youth. Toronto, ON, Author
    This web resource provides the health and social service provider (“practitioner”) with current evidence-based approaches in the application of mental health promotion concepts and principles for children and youth. It is envisioned that these guidelines will support both the inclusion and the sustainability of mental health promotion concepts. This resource is intended to support practitioners in incorporating best practice approaches to mental health promotion interventions directed toward children (7–12 years of age) and youth (13–19 years of age).
    This resource includes:
    • Guidelines: Identifies the 10 best practice guidelines for mental health promotion interventions with children and youth.
    • Theory: Provides practitioners with the context for mental health promotion through definitions and underlying concepts, with a focus on promoting resilience.
    • Resources: Provides a worksheet (MS Word doc)that can be used by practitioners to plan and implement mental health promotion initiatives, a sample worksheet (PDF)showing how it has been used in a mental health promotion initiative and a glossary of words commonly used in mental health promotion.
    • References and Acknowledgements: Lists references used to develop these guidelines, and provides author information and acknowledges those who helped develop this web resource.
  • Health Canada. Community capacity building and mobilization in youth mental health promotion. Austen P. Canada: Minister of Health Canada, 2003. http://www.phac-aspc.gc.ca/mh-sm/mentalhealth/mhp/pub/community/comm-cap-build-mobil-youth.pdf
  • World Health Organization. Promoting mental health: concepts, emerging evidence, practice: summary report. France: WHO, 2004
  • Trainor, J., Pomeroy, E. & Pape, B (2004) A Framework of Support
    Canadian Mental Health Association A Framework for Support: 3rd Edition continues the commitment of both partnership and a person-centred approach to mental health policy. It also continues the tradition of innovation in the Framework policy model by introducing a new fundamental concept aimed at better articulating what person-centred approaches should mean.
  • Citizens for Mental Health (2004) Mental Health Priorities of the Voluntary Sector: Development of a Framework for Action, Toronto, ON, Canadian Mental Health Association
    The purpose of this report is to present the process and outcomes of the Citizens for Mental Health project. This includes final recommendations to the federal government regarding the key components of a policy framework necessary for the further evolution of a comprehensive national strategy on mental illness and mental health.

  • Canadian Example: Communities that Care
    With support from researchers at the University of Ottawa, the Conseil Scolaire Public du Nord-Est de l’Ontario has been involved in a Communities that Care initiative (http://ncadi.samhsa.gov/features/ctc/resources.aspx). The research team has assisted the board with the selection, implementation and evaluation of evidence-based interventions designed to promote protective factors and reduce risk factors for mental health problems. A range of such programs are now available in the board and include: a wellness program for elementary school students, small-group and class-wide social skills programming (e.g., Lions Quest Skills for Adolescence) and Roots of Empathy. Each of these programs includes an evaluation component where outcomes such as office visits, prosocial behaviour and teacher satisfaction are tracked.

  • Canadian Example: The WRAP Program (Working to Reinforce All Partners) The WRAP program for children and youth is a contributing partnership involving the Bluewater District School Board, the Bruce Grey Catholic District School Board and Keystone Child and Youth Family Services. The WRAP approach to mental health service delivery began in September 1999 and now includes a total of six geographical teams (social worker/counsellor, teacher and community worker) to serve 52 schools region wide. Children can be referred to the program through any one of the partner organizations. The WRAP team develops an individualized service plan that includes school, home and community supports. The holistic approach eliminates service duplication and provides a single point of access for parents and schools. WRAP has also led to some new programs within this community. For example, Thinking Together for Children and Youth, a forum in which Keystone provides regular case consultation to behaviour teachers, has evolved from this program. It is a true partnership between the school boards and the local community mental health agencies. All parties contribute funding to the project, teams meet monthly and communication is paramount.

  • Canadian Example: The COMPASS Program (Community Partners with Schools) Simcoe and York Region have committed to the development of the Children’s Treatment Network (CTN), a system that provides single point of access designed to better streamline and ensure appropriate services for children and youth with mental health needs. Progress is tracked using a virtual file cabinet, with several layers of permissions, to enable seamless care. For more information, http://www.ctn-simcoeyork.ca/index.php. The COMPASS program has two levels: a community planning table that aligns with CTN and an integrated multidisciplinary support team for schools. There are four COMPASS teams – comprised of both board special education support and clinical mental health staff – one in each of the four quadrants of the York Region District School Board. This multi disciplinary team provides consultation to school staff and works with families in an assessment and brief therapy context. Where long-term supports are needed the staff bridges the families to community services. In most cases the school is the hub for service.

  • Canadian Example: London and Area Collaboration for Mental Health SSLI has been a success in the London area. The initiative began with two boards – London District Catholic School Board and Thames Valley District School Board – and four agencies. Within two weeks it expanded to include 18 agencies, and now there are 50 agencies involved. This group has identified five community priorities: (1) enhance information and awareness (e.g., through Possibilities Symposium), (2) develop protocols, (3) participate in joint professional development (e.g., resiliency model), (4) explore community as a hub model and (5) continued support for collaborative initiatives (listed below).
    School and Community Intervention Partnership (SCIP) – Collaborative evidence-based treatment programming for children with sub-clinical behaviour problems
    Community Service Coordination Network – System of care for children and youth with complex mental health needs; 25
    Oxford Youth Matter – Attempt to map and bring together resources and agencies that support youth in this region (Little Black Book, by youth)
    West Elgin Secondary School Wellness Centre – Located in a school, staffed by public health, social work, etc.; provides access to health and mental health services
    Educational Services Program at Children’s Aid Society of London and Middlesex – Programming to support the educational achievement of children in care through tutoring, assessment, professional development, etc.

C-2 Coordinated SH Programs (School and Agency, Community other professionals and personnel are involved)
Research Reports/Resources
Bruns EJ, Walrath C, Glass-Siegal M, Weist MD. School-based mental health services in Baltimore: association with school climate and special education referrals. Behav Modif. 2004 Jul; 28(4):491-512.

Noam GC, Hermann CA. Where education and mental health meet: developmental prevention and early intervention in schools. Dev Psychopathol. 2002 Fall 14(4):861-75.

Aaron R. Lyon and Sheldon Cotler (2009) Multi-Systemic Intervention for School Refusal Behavior: Integrating Approaches across Disciplines, Advances in School Mental Health Promotion, Vol 2, Issue 1, 20-34

Maloney, D., Jones, J., Walter, G., & Davenport, R. (2008, Feb). Addressing mental health concerns in schools: does School-Link achieve its aims? Australasian Psychiatry, 16(1), 48-53
  • Caring School Community
    Caring School Community (CSC), formerly called the Child Development Project, is a universal elementary school (K-6) improvement program aimed at promoting positive youth development. The program is designed to create a caring school environment characterized by kind and supportive relationships and collaboration among students, staff, and parents. The CSC model is consistent with research-based practices for increasing student achievement as well as the theoretical and empirical literature supporting the benefits of a caring classroom community in meeting students' needs for emotional and physical safety, supportive relationships, autonomy, and sense of competence. By creating a caring school community, the program seeks to promote prosocial values, increase academic motivation and achievement, and prevent drug use, violence, and delinquency. Actively participating in a caring school community is expected to have two major types of direct effects on students. First, it should facilitate their intellectual and socio-moral development, including their knowledge of subject matter, conceptual understanding, reasoning and thinking skills, social interaction and problem-solving skills, and interpersonal understanding. Second, it should help to meet their basic psychological needs for autonomy or self-direction, competence, and belonging. (Identified by the Canadian Best Practices Portal)
  • Child Development Project
    The Child Development Project (CDP) was a research-based, multi-faceted K- grade 6 school-change program focused on creating caring, supportive learning environments that foster students' sense of belonging and connection to school. The CDP program incorporated cooperative learning approaches, classroom and school wide community-building activities, engaging curriculum, and an emphasis on literacy development to create a coherent, comprehensive program for elementary schools. Program elements include: (a) an intensive classroom program (involving three major elements: collaborative learning, a literature-based language arts curriculum, and “developmental discipline,” an approach to classroom management that emphasizes the development of students’ self-control and personal responsibility); (b) a school wide component; and (c) a family involvement component. CDP’s emphasis is on the promotion of positive development among all children and youth, rather than on the prevention of disorder among those deemed at risk. (Identified by the Canadian Best Practices Portal)
  • Mental Health Promotion Tool Kit
    The Mental Health Promotion Tool Kit was produced in 1999 by the Canadian Mental Health Association, National Office. Includes The Train the Trainer manual is a companion piece to the Mental Health Promotion Tool Kit. Funded by the Mental Health Promotion Unit of Health Canada, it guides groups through a series of enjoyable exercises. But the exercises are not only fun. They also allow participants to learn skills for carrying out the various components of a community development program as outlined in the Took Kit.

C-3 Whole School (HPS) (involving only school-based personnel in delivery)
Research
Reports/Resources
Weare K. Developing the emotionally literate school. London: Paul Chapman Publishing, 2004

Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientifi c reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning

Glover S, Butler H. Facilitating health promotion within school communities. In: Moodie R, Hulane A, editors. Hands-on health promotion. Melbourne: IP communications, 2004. 299-310

Patton J, Glover S, Bond L, Butler H, Godfrey C, Di Pietro G, et al. The Gatehouse Project: a systematic approach to mental health promotion in secondary schools. Aust N Z J Psychiatry 2000; 34: 586-93

Wells J, Barlow J, Stewart-Brown S. A systematic review of universal approaches to mental health promotion in schools. Health Educ

Patton G, Bond L, Butler, H. Glover, S. Changing schools, changing health? design and implementation of the Gatehouse Project. J Adolesc Health 2003;33: 231-9

Hendren RL, Weisen RB, Orley J. Mental health programs in schools. Geneva: World Health Organization, Division of Mental Health 1994.

Paternite CE. School-based mental health programs and services: overview and introduction to the special issue. J Abnorm Child Psychol. 2003;103(4): 197-220 2005 Dec; 33(6):657-63.
Weist, M. D. (2005). Fulfilling the promise of school-based mental health: Moving toward a public mental health promotion approach. Journal of Abnormal Child Psychology, 33, 6
  • Child Friendly Schools (UNICEF) UNICEF has developed a framework for rights-based, child-friendly educational systems and schools that are characterized as "inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999). Within this framework:
    • The school is a significant personal and social environment in the lives of its students. A child-friendly shool ensures every child an environment that is physically safe, emotionally secure and psychologically enabling.
    • Teachers are the single most important factor in creating an effective and inclusive classroom.
    • Children are natural learners, but this capacity to learn can be undermined and sometimes destroyed. A child-friendly school recognizes, encourages and supports children's growing capacities as learners by providing a school culture, teaching behaviours and curriculum content that are focused on learning and the learner.
    • The ability of a school to be and to call itself child-friendly is directly linked to the support, participation and collaboration it receives from families.
    • Child-friendly schools aim to develop a learning environment in which children are motivated and able to learn. Staff members are friendly and welcoming to children and attend to all their health and safety needs.
  • Inclusive Education (UNESCO)
    Inclusive quality education is fundamental to achieving human, social and economic development, affirmed Ministers of Education and heads of delegation from 153 UNESCO Member States that met in Geneva at the 48th session of the International Conference on Education (ICE, November 2008). They also agreed that governments as well as all the other social actors have an important role in providing a quality education for all and, in doing so, should recognize the importance of a broadened concept of inclusive education that addresses the diverse needs of all learners and that is relevant, equitable and effective. The Conference called upon Member States to adopt an inclusive education approach in the design, implementation, monitoring and assessment of educational policies as a way to further accelerate the attainment of Education for All (EFA) goals as well as to contribute to building more inclusive societies. To this end, a broadened concept of inclusive education can be viewed as a general guiding principle to strengthen education for sustainable development, lifelong learning for all and equal access of all levels of society to learning opportunities so as to implement the principles of inclusive education.
  • Gatehouse Project
    The Gatehouse Project researched ways of promoting the emotional well-being of students in Victorian "lower" (grades 8-10) secondary schools, between 1996 and 2002. The program implemented by the intervention schools in the Project provided schools with strong conceptual and operational frameworks to enhance understanding of adolescent mental health needs and an evidence-based process for planning, implementing and evaluating practical interventions, including both individual-focused (skills training curriculum) and environment-focused approaches to change. Three key areas of action are identified: building a sense of security and trust, enhancing communication and social connectedness, and building a sense of positive regard though valued participation in aspects of school life. (Identified by the Canadian Best Practices Portal)
  • MindMatters
    MindMatters is a national mental health initiative for secondary schools funded by the Australian government. MindMatters is a resource and professional development program supporting Australian secondary schools in promoting and protecting thementalhealth, social and emotional wellbeing of all the members of school communities. (Identified by the Canadian Best Practices Portal)
  • Responding in Peaceful and Positive Ways (RIPP)
    A school-based violence prevention program for middle school students. RiPP is designed to be implemented along with a peer mediation program. Students practice using a social-cognitive problem-solving model to identify and choose nonviolent strategies for dealing with conflict. RiPP emphasizes behavioral repetition and mental rehearsal of the social-cognitive problem-solving model, experiential learning techniques, and didactic learning modalities. RiPP sessions are taught in the classroom by a school-based prevention specialist and are typically incorporated into existing social studies, health, or science classes. (Identified by the Canadian Best Practices Portal)
  • Seattle Social Development Project
    Each year through the elementary grades, parents and teachers in intervention classrooms learned how to actively engage children in learning, strengthen bonding to family and school, and encourage children's positive behaviors. The program consisted of yearly parent and teacher training, student social influences /social competency training provided in grades 1 through 6. (Identified by the Canadian Best Practices Portal)
  • Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R. Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators.Alexandria, VA: Association for Supervision and Curriculum.


C-4 Effects of Programs on Health and Social Development in General (Including Mental Health but beyond Mental Health
Research Reports/Resources
Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting schools approach?
Copenhagen, WHO Regional Office for Europe
  • Project ACHIEVE (Project ACHIEVE is an evidence-based school effectiveness and school improvement program focusing on the academic and social-emotional/ behavioral progress and success of all students. It uses strategic planning, professional development, and on-site consultation and technical assistance for student achievement, positive school and classroom climates, effective teaching and instruction, and meaningful parent and community outreach and involvement. Project ACHIEVE is implemented in a three-year Implementation Blueprint that is tailored to each participating school. While schools may implement Project ACHIEVE's strategies and activities in different sequences to meet their needs and existing statuses, the evidence-based Implementation Blueprint guides the entire process, ensuring the success of each school or district. This whole school approach involves students, staff, administration, and parents building and reinforcing. (Described by CSMH, U of Maryland)

  • Responsive Classroom (Identified by CASEL and others) The goal of RCRC are focused on positive social interaction and teaching children good social skills which promotes good self-esteem. Teachers are encouraged to get to know their students as well as their student’s families and work toward effective collaboration. In class teachers conduct morning meetings, model positive language and interactions, allow children to create their own rules, and help them problem solve when an issue arises. School-wide, staff must create a sense of community including all policies, procedures and activities. (Described by CSMH, U of Maryland)
    is to help further student learning by fostering on social, emotional, and academic growth. The guiding principles of


C-5 Effects of Programs on the Disease/Social Problem, or specific Conditions/Factors/Behaviours in Particular

Research

 Reports/Resources
POSITIVE MENTAL HEALTH

Effect on Mental Health in General

Hoagwood, K., Erwin, (1997) Effectiveness of school-based mental health services for children: A 10-year research review Journal of Child and Family Studies Vol 6, 4: 435-51

Durlak, J.A., Wells, A.M. (1997) Primary prevention mental health programs for children and adolescents: A meta-analytic review American Journal of Community Psychology vol 25, 2, 115-52

Mahoney CA, Lafferty CK, Nutter SK. Focus groups with school staff to explore asset-building innovativeness. Am J Health Behav 2003;27(2):135-45
Durlak, J.A. & Wells, A.M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152
Effects on Specific Aspects of Mental Health/Illness

Psychological Well-being
Social and Psychological Assets/Social Capital

Benson, P.L., Scales, P.C., Leffert, N., & Roehlkepartain, E.G. (1999). A fragile foundation: The state of developmental assets among American youth. Minneapolis, MN: Search Institute.

Jing Sun, Donald Stewart (2007) How effective is the health-promoting school approach in building social capital in primary schools? Health Education, Vol 107, Issue 6: 556-574
Spirituality/Religious Beliefs
Mental Health Literacy
Relationships to family, peers, community, land

Blum, R.W., & Libbey, H.P. (2004). School connectedness — Strengthening the health and education outcomes for teenagers. Journal of School Health, 74(4), 229-299.

Fiona Rowe, Donald Stewart, Carla Patterson (2007) Promoting school connectedness through whole school approaches Health education, Vol 7, Issue 6 pp. 524-542
Mindfulness/Self-Knowledge

Patricia C. Broderick and Stacie Met (2009) Learning to BREATHE: A Pilot Trial of a Mindfulness Curriculum for Adolescents, Advances in School Mental Health Promotion, Vol 2, Issue 1, 35-46
Critical Thinking/Self-Control

Higgins S, Baumfield V, Lin M, Moseley D, Butterworth M, Downey G, Gregson M, Oberski I, Rockett M and Thacker D (2004) Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education,University of London.
  • The Incredible Years (Identified by SAMHSA and others) These programs seek to strengthen children's social and emotional and academic competencies such as understanding and communicating feelings, using effective problem solving strategies, managing anger, practicing friendship and conversational skills, as well as appropriate classroom behaviors. The parent component of incredible years is comprised of a series of programs focused on strengthening parenting competencies (monitoring, positive discipline, confidence) and fostering parents' involvement in children's school experiences in order to promote children's academic, social and emotional competencies and reduce conduct problems. These programs are grouped according to age. The Incredible Years has two programs for teachers: The Teacher Classroom Management ProgramDina Dinosaur Classroom Curriculum. (Description from CSMH, U of Maryland) and the
Self-Knowledge/Sense of Self-Worth/Self-esteem

Haney, P. Durlak, J. A. (1998). Changing self-esteem in children and adolescents: A meta-analytical review.Journal of Clinical Child & Adolescent Psychology, 27, 424-433.
Social/Emotional Intelligence/Skills/Access to Social Networks

Kimber B, Sandell R, Bremberg S (2008) Social and emotional training in Swedish schools for the promotion of mental health: an effectiveness study of 5 years of intervention. Health Educ. Res. 2008 23: 931-940

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004). Building academic success through social and emotional learning: What does the research say? New York: Teachers College Press.

Zins, J.E., & Elias, M.J. (2006). Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.

Diekstra, R.F.W. (2008). Effectiveness of school-based social and emotional education programmes worldwide. In Social and emotional education: An international analysis (pp. 255-312). Santender, Spain: Fundación Marcelino Botin.

Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
  • Positive Action (Identified by SAMHSA and others)
    Positive Action    is a nationally recognized, evidence-based program that improves academics, behavior, and character.Positive Action consists of five components. Each component of Positive Action is based on the Thoughts-Actions-Feelings Circle. The program is delivered through the K–12 Curriculum, and Site-wide Climate Development. Materials are also available for counselors, family, and the community. (Described by CSMH, U of Maryland)
Attachment


Blum, R.W., & Libbey, H.P. (2004). School connectedness — Strengthening the health and education outcomes for teenagers. Journal of School Health, 74(4), 229-299.

Fiona Rowe, Donald Stewart, Carla Patterson (2007) Promoting school connectedness through whole school approaches Health education, Vol 7, Issue 6 pp. 524-542
Larose, S. & Bernier, A. (2001). Social support processes: Mediators of attachment state of mind and adjustment in late adolescence. Attachment & Human Development, 3, 96-120
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3)
Increased Physical Activity Programs

Ekeland,E., Heian,F., Hagen,K.B. (2005) Can exercise improve self esteem in children and young people? A systematic review of randomised controlled trials British Journal of Sports Medicine Vol 39, 11, 792-98

Stone, E.J., McKenzie, T.L., Welk, G.J., Booth, M.L. (1998) Effects of physical activity interventions in youth. Review and synthesis American Journal of Preventive Medicine Vol 15, 4, 298-315
MENTAL HEALTH PROBLEMS
General discussion of MH Problems

Witt JC, Vanderheyden A, Penton C. Prevention of common mental health problems among adolescents: National and local best practices in school-based health centers. Journal of the Louisiana State Medical Society. 1999;151(12): 631-8.

Durlak, J.A. & Wells, A.M. (1998). Evaluation of indicated preventative intervention (secondary prevention) mental health programs for children and adolescents. American Journal of Community Psychology, 26, 775-802
Resilience

Brooks, R. & Goldstein, S. 2001. Raising Resilient Children: Fostering Strength, Hope and Optimism in Your Child. Chicago, IL: Contemporary Books.

Masten, A.S. 2007. Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921-930.

Nykota, D. & Muharjarine, N. 2005. Community resilience impact on child and youth health outcomes: A neighbourhood case study. Canadian Journal of School Psychology, 20(1), 5-20.

Pianta, R.C. & Walsh, D.J. 1998. Applying the construct of resilience in schools: Cautions from a developmental systems perspective. School Psychology Review, 27, 407-417

Rutter, M. 1987. Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.

Rutter, M. 2006. Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1-12.

Walsh, F. 2006. Strengthening Family Resilience, 2nd Ed. New York: Guildford

Condly, S.J. 2006. Resilience in children: A review of literature with implications for educators. Urban Education, 41(3), 211-236

Curtis, W.J. & Cicchetti, D. 2003. Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience. Development and Psychopathology, 15(3), 773-810.

Doll, B., Zucker, S. & Brehm, K. 2006. Resilient Classroom: Creating Healthy Environments For Learning, New York, NY: Guilford

Flynn, R.J., Dudding, P.M. & Barber, J.G. (Eds.). 2006. Promoting Resilience in Development: A General Framework for Systems of Care. In Promoting Resilience in Child Welfare. Ottawa, ON: University of Ottawa Press

Fraser, M. (Ed.) 2004. Risk and Resilience in Childhood: An ecological Perspective, 2nd ed. Washington, DC: NASW Press

Goldstein, S. & Brooks, R.B. (Eds.). 2006. Handbook of Resilience in Children. Ney York, NY: Springer

Greenberg, M. 2006. Promoting resilience in children and Youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150.

Lester, B.M., Masten, A.S. & McEwen, B.S. (Eds.). Resilience in Children. Vol. 1094. New York Academy of Sciences

Luthar S. 2006. Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology, Vol. 3: Risk, Disorder, and Adaptaton (2nd ed. Vol. 3). New York: Wiley.

Luthar S.S. & Zelazo, L.. 2003. Research on resilience: An integrative Review. In S.S. Juthar (Ed.). Resilience and Vulnerability: Adaptation in the context of Childhood Adversities. New York: Cambridge University Press

Masten, A.S. 2004. Regulatory processes, risk, and resilience in adolescent development. Annals of the New York Academy of Science, 58(6-7), 425-432.

Ungar, M. 2004. Nurturing Hidden Resilience in Troubled Youth. Toronto, ON: University of Toronto Press

Stewart D, McWhirter J (2007) Thinking positive: The importance of resilience and listening to children and young people Health Education Vol 107, Issue 6; 489-493

Cecily Knight (2007) A resilience framework: perspectives for educators Health Education Vol 107, Issue 6 . 543-555
  • Barankin, T. & Khanlou, N. 2007. Growing Up Resilient: Ways to Build Resilience in Children and Youth. Toronto, ON: Centre for Addiction and Mental Health.
  • Schonert-Reichl, K.A. 2000. Children and youth at risk. Some conceptual considerations. Paper prepared for the Pan-Canadian Education Research Agenda Symposium, Ottawa, ON
  • Steinhauer, P.D. 1996. Methods of Developing Resiliency in Children from Disadvantaged Populations. Ottawa, ON: National Forum on Youth
  • Increasing the resilience of young people at risk: a literature review
    Summary findings include; programmes that enhance are youth development approaches, whole school programs and holistic strength-based treatment models; a population health approach is needed in conjunction; improved community-government collaboration; age-appropriate & evidence based strategies; improving access & communication systems; ensure initiatives are sustainable; and more research on resilience factors opposed to risk factors. Roberts, F. (2009). Renwick: NSW Centre for the Advancement of Adolescent Health, The Children's Hospital at Westmead, Westmead and Centre for Clinical Governance Research, University of NSW.
  • Growing strong: attitudes to building resilience in the early years (2008). London: NCH.
    As part of the NCH's Growing Strong campaign, to raise awareness of the positive impact of good self-esteem, emotional wellbeing, social skills and resilience have on young people's futures, a series of focus groups with 48 mothers were held. This report details the qualitative research conducted in order to understand parents' priorities and understanding of resilience and emotional wellbeing, and to find out the language parents use to talk about these things. Parents were open to the idea of public services that promote children's emotional wellbeing, but preferred an advice information service to be on a voluntary and flexible basis, also as some matters were seen as private.
  • Literature review: resilience in children and young people The Bridge Childcare Development. (2007, June). London: The Bridge Childcare Development. The authors conclude that the evidence suggests that in order to develop resilience we need: multi-faceted programmes that consider factors across child, family and community arenas; programmes that address risk, assets and resilience processes; and targets that include the development of secure relationships and wider supportive relationships, self-esteem and mastery, and provision of positive nursery and school or community experiences.
Bereavement

Servaty-Seib HL, Peterson J, Spang D. Notifying individual students of a death loss: practical recommendations for schools and school counselors. Death Stud. 2003 Feb-Mar;27(2):167-86.

Lowton K, Higginson I, Shipman C. Evaluation of an intervention to reduce the impact of childhood bereavement at school. J Interprof Care 2001;15(4):397-8.
  • “Loss Grief and Growth” (LGG) education resource provides educators with information, strategies and resources to support students who have and who will experience loss and grief. The basic assumption is that loss is a part of life, that grief is a normal and healthy adaptive response to loss, and that through grief children can grow in inner and outer strength. The focus of LGG is on loss associated with death, but the content can be applied to other losses. A brief introduction discusses loss, grief as a “whole person” response to loss, factors that influence a child’s grieving process, and suggests that children may be the “experts” at teaching us about their grieving. “Tasks” provide teachers with activities to introduce students to loss, grief and ways to support one another. “Teachable Moments” provide strategies for responding when death and loss occur in the school community, news, curriculum or larger community. “Red Flags” identify behaviours that may indicate a need to refer a student for further supports. “References and Resources” provides a helpful list of books, websites, and resources for teachers, adults, and children dealing with loss and grief.
Stress/Distress

Jonathan Campion and Sharn Rocco(2009) Minding the Mind: The Effects and Potential of a School-Based Meditation Programme for Mental Health Promotion Advances in School Mental Health Promotion, Vol 2, Issue 1, 47-55
  • Coping with Stress Coping with Stress is a group prevention intervention for youth at risk for future depression. The objective of this study is to prevent unipolar depressive episodes in a sample of ninth (9) and tenth (10) grade adolescents at risk for future depression (i.e. elevated but subdiagnostic levels of self-reported depressive symptomatology) at three suburban high schools in Oregon, USA. (Identified by the Canadian Best Practices Portal)
  • The Effects of Childhood Stress on Health Across the Lifespan summarizes the research on childhood stress and its implications for adult health and well-being. Of particular interest is the stress caused by child abuse, neglect, and repeated exposure to intimate partner violence (IPV). This publication provides violence prevention practitioners with ideas about how to incorporate information on childhood stress into their work.
Social Isolation/Loneliness
Divorce/Family Breakdown
  • Because Life Goes On...Helping Children and Youth Live With Separation and Divorce and Because Life Goes On Resource Aid A publication intended to reach out to Canadian families in need of information and resources to help their children to live through the process of separation and divorce. This booklet is also designed to assist professionals in such fields as social services, health, justice and education, in their work with children and their parents.
  • Children of Divorce Intervention Program
    (CODIP) is a school-based program designed to work with fourth, fifth, and sixth grade children of divorce. The program works with children in groups to provide a forum for children to share their experiences and teach skills to cope with divorce, through skits and role-plays, films, and group discussions. The goal of the sessions was to decrease the children's common feelings of seclusion, stigma, and being different. The results indicate that the experimental group improved greatly on the teacher ratings of problem behavior and social competence, and the parent ratings of adjustment and self-reported anxiety. The only outcome without notable improvement for the experimental group was the children's perceived competence and self-esteem. (Identified by Child trends, Evaluations included)
  • Children in the Middle (CIM) is an educational intervention for divorcing families that aims to reduce the parental conflict, loyalty pressures, and communication problems that can place significant stress on children. CIM consists of one to two 90- to 120-minute classroom sessions and can be tailored to meet specific needs. The intervention teaches specific parenting skills, particularly good communication skills, to reduce the familial conflict experienced by children (Identified by SAMHSA)
  • The New Beginnings Program (NBP) is designed for divorced parents who have children between the ages of 3 and 17. The goal of NBP is to promote resilience of children following parental divorce. The NBP consists of 10 weekly group sessions and two individual sessions. The parents learn skills to improve parent-child relationship quality and effectiveness of discipline, reduce exposure to interparental conflict, and decrease barriers to nonresidential parent-child contact.(Identified by SAMHSA)
  • What happens next? Information for kids about separation and divorce (Published by Justice Canada) This booklet has two purposes. First, it's meant to help children between nine and twelve years old learn some basic facts about family law and give them an idea of the processes that parents may go through when they split up. Second, it's meant to help children realize that it's normal for them to have an emotional response to the divorce of their parents. The booklet encourages children to think about voicing their concerns to someone they trust — like parents, grandparents, uncles and aunts or family friends, neighbours or someone from their church, synagogue or mosque.
INTERACTIONS WITH OTHER HEALTH/SOCIAL PROBLEMS
Intellectual, Physical and Learning Disabilities

Nind M, Wearmouth J with Collins J, Hall K, Rix J, Sheehy K (2004) A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Balogh,R., Ouellette-Kuntz,H., Bourne,L., Lunsky,Y., Colantonio,A. (2008) Organising health care services for persons with an intellectual disability Cochrane Database of Systematic Reviews 2008, 4, Art. No.: CD007492
Teen Pregnancy/Adoption Aftermath/Abortion Aftermath

Kendall J. Peterson G. A school-based mental health clinic for adolescent mothers. J of Child and Adolescent Psychiatric Nurs 1996; 9(2):7-17.
Sexual Health/Sexual Risk-Taking/Promiscuity

Higgins, A., Barker, P., Begley, C.M. (2006) Sexual health education for people with mental health problems: What can we learn from the literature? Journal of Psychiatric & Mental Health Nursin Vol 13, 6, 687-97
  • Raising the Roof - Developing a Sexuality Education Program while Adopting a Mental Health Promotion Approach (1999) The Cape Breton Wellness Centre, University College of Cape Breton the principal aim of the program was to educate the youth involved about their sexuality and to encourage healthier choices and practices in this area. A second consideration was to design a project that would adopt and demonstrate the principles of mental health promotion, and evaluate whether or not the mental health promotion approach would enhance the effectiveness of the sexuality education.
Child Sexual Abuse

Macdonald, G.M., Higgins, J.P., Ramchandani, P. (2006) Cognitive-behavioural interventions for children who have been sexually abused
Cochrane Database of Systematic Reviews 2006, 4, Art. No.: CD001930
Child Abuse & Neglect

MacMillan,H.L., Wathen,C.N., Barlow,J., Fergusson,D.M., Leventhal,J.M., Taussig,H.N. (2009) The Lancet Interventions to prevent child maltreatment and associated impairment Vol 373, 9659, 250-66

Osterling,K., Austin,M.J. (2008) Substance abuse interventions for parents involved in the child welfare system: Evidence and implications Journal of Evidence-Based Social Work, 5, 1-2, 157-189

Barlow, J., Johnston, I., Kendrick, D., Polnay, L., Stewart-Brown, S. (2006) Individual and group-based parenting programmes for the treatment of physical child abuse and neglect Cochrane Database of Systematic Reviews 2006, 3, Art. No.: CD005463
Family Violence

Stein BD, Jaycox LH, Kataoka SH, Wong M, Tu W, Elliott MN, Fink A. A mental health intervention for schoolchildren exposed to violence: a randomized controlled trial. JAMA. 2003 Aug 6;290(5):603-11.
  • Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is a psychosocial treatment model designed to treat posttraumatic stress and related emotional and behavioral problems in children and adolescents. Initially developed to address the psychological trauma associated with child sexual abuse, the model has been adapted for use with children who have a wide array of traumatic experiences, including domestic violence, traumatic loss, and other similar conditions.
Bullying/Aggression/Behaviour Disorders

Dretzke,J., Davenport,C., Frew,E., Barlow,J., Stewart-Brown,S., Bayliss,S., et al. (2009) The clinical effectiveness of different parenting programmes for children with conduct problems: A systematic review of randomised controlled trials Child and Adolescent Psychiatry and Mental Health Vol 3, 7

Woolfenden, S.R., Williams, K., Peat, J. (2001) Family and parenting interventions in children and adolescents with conduct disorder and delinquency aged 10-17 Cochrane Database of Systematic Reviews 2001, 2, Art. No.: CD003015

Merrell, K.W., Gueldner, B.A., Ross, S.W., Isava, D.M. (2008) How effective are school bullying intervention programs? A meta-analysis of intervention research School Psychology Quarterly Vol 23, 1, 26-42

Hoagwood, K.E., Olin, S.S., Kerker, B.D., Kratochwill, T.R., Crowe, M., Saka, N (2007) Empirically based school interventions targeted at academic and mental health functioning Journal of Emotional and Behavioral Disorders Vol 15, 2, 66-92

Scheckner, S., Rollin, S.A., Kaiser-Ulrey, C., Wagner, R. (2002) School violence in children and adolescents: A meta-analysis of the effectiveness of current interventions Journal of School Violence, Vol 1, 2, 5-32

Vreeman, R.C., Carroll, A.E. (2007) A systematic review of school-based interventions to prevent bullying Archives of Pediatrics & Adolescent Medicine Vol 161, 1, 78-88

Smith, J.D., Schneider, B., Smith, P.K., Ananiadou, K. (2004) The effectiveness of whole-school anti-bullying programs: A synthesis of evaluation research School Psychology Review Vol 33, 4, 548-61

Chan, L.S., Kipke, M.D., Schneir, A., Iverson, E., Warf, C., Limbos, M.A., et al. (2004) Preventing violence and related health-risking social behaviors in adolescents (Report), Rockville, MD, Agency for Healthcare Research and Quality

Ferguson, C.J., San Miguel, C., Kilburn, J.C., Sanchez, P. (2007) The effectiveness of school-based anti-bullying programs: A meta-analytic review Criminal Justice Review Vol 32, 4, 401-414

Derzon,J. (2006) How effective are school-based violence prevention programs in preventing and reducing violence and other antisocial behaviors? A meta-analysis (Book Chapter) Handbook of School Violence and School Safety: From Research to Practice Vol 28, 429-41

Baldry, A.C., Farrington, D.P. (2007) Effectiveness of programs to prevent school bullying Victims & Offenders Vol 2, 2, 183-204

Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Liberman, A., Crosby, A., et al. (2007) The effectiveness of universal school-based programs for the prevention of violent and aggressive behavior: A report on recommendations of the Task Force on Community Preventive Services MMWR: Morbidity & Mortality Weekly Report, Vol 56

Fisher, H., Gardner, F.E.M., Montgomery, P. (2008) Cognitive-behavioural interventions for preventing youth gang involvement for children and young people (7-16) Cochrane Database of Systematic Reviews 2008, 2, Art. No.: CD007008

Wilson, D.B., Gottfredson, D.C., & Najaka, S.S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17, 247-272.

Wilson, S.J., & Lipsey, M.W., (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33 (Suppl. 2S), 130-143.

Wilson, S.J., Lipsey, M.W., Derzon, J.H. (2003). Journal of Consulting Clinical Psychology, 71, 136-149.
  • Responding in Peaceful and Positive Ways (RIPP) A school-based violence prevention program for middle school students. RiPP is designed to be implemented along with a peer mediation program. Students practice using a social-cognitive problem-solving model to identify and choose nonviolent strategies for dealing with conflict. RiPP emphasizes behavioral repetition and mental rehearsal of the social-cognitive problem-solving model, experiential learning techniques, and didactic learning modalities. RiPP sessions are taught in the classroom by a school-based prevention specialist and are typically incorporated into existing social studies, health, or science classes. (Identified by the Canadian Best Practices Portal)
  • Good Behaviour Game
    The Good Behaviour Game (GBG) is a classroom-based behaviour management strategy that promotes pro-social behaviour and reduces aggressive and disruptive behaviour by reinforcing inhibition in a group context in elementary school classrooms. (Identified by the Canadian Best Practices Portal)
  • Coping Power (Identified by OJJDP)
    Coping Power     is based on an empirical model of risk factors for substance abuse and delinquency. It addresses factors such as social competence, self regulation, and positive parental involvement. The program is implemented in a group of approximately 6 members. The group meets once per week and the full program lasts 15 to 18 months (usually delivered in 2 school years).(Description from CSMH, U of Maryland)
  • Primary Project (Identified by SAMHSA and others)
    Primary Project     is a school-based early intervention program for young children (preschool through grade 3) who show evidence of early school adjustment difficulties. Primary Project is an indicated prevention program, meaning that it targets children deemed “at-risk.” Primary Project has been developed around six structural components, each of which contributes to the program’s success. 1) A focus on young children; 2) Early screening and appropriate selection of children; 3) Use of paraprofessionals to provide direct services to children; 4) Use of mental health professionals as supervisors, consultants and leaders; 5) Use of ongoing outcome and process evaluation; 6) Integration of Primary Project within the school and community settings.(Described by CSMH, U of Maryland)
  • Olweus Bully Prevention Program (Identified by Samshsa and others)Olweus Bullying Prevention Program is a comprehensive, school-wide program designed for use in elementary, middle, or junior high schools. Classroom-level components include: reinforcement of school-wide rules against bullying, holding regular classroom meetings with students to increase knowledge and empathy, and informational meetings with parents. Individual-level components include: interventions with children who bully, interventions with children who are bullied, and discussions with parents of involved students (Described by CSMH, U of Maryland)
  • Aggression Replacement Training (Identified by OJJDP) Teaches adolescents to understand and replace aggression and anti-social behavior with positive alternatives. Uses 3 components: prosocial skills, anger management, and moral reasoning. Students participate in groups for 1 hour, three times per week for 10 weeks. The program suggests roughly 10 students to a group. Each week presents one full session of each of the three components of the program. (Description from Center for School Mental Health. U of Maryland)
  • Good Behavior Game (Identified by SAMHSA and others) The Good Behavior Game (GBG) is a classroom management strategy for teachers and other school staff designed to improve aggressive/disruptive classroom behavior and reduce later criminality. Before the game begins, teachers clearly specify those disruptive behaviors (e.g., verbal and physical disruptions, noncompliance, etc.) which, if displayed, will result in a team's receiving a checkmark on the board. (Description from CSMH, U of Maryland)
  • I Can Problem Solve: Raising a Thinking Child (Identified by CASEL and others) ICPS is a violence prevention program and helps children think of alternative nonviolent ways to solve everyday problems. This program helps children resolve interpersonal problems and prevents anti social behaviours. The program curriculum is split into three sets of lessons. for Preschool contains 59 lessons, Kindergarten and Primary Grades contains 83 lessons, and Intermediate Elementary Grades contains 77 lessons. (Description from CSMH, U of Maryland)

  • Anger Coping Program
    The Anger Coping Program is aimed at aggressive/rejected and nonaggressive youth. Rejected children were considered disliked by their peers and lacked leadership skills. The social relations intervention is designed to inhibit responses of violence and aggravation of aggressive/rejected, and nonaggressive/rejected black children. The intervention includes positive social skill training elements and cognitive behavioral elements that promote deliberate, nonimpulsive problem solving skills. A study of the social relations interventions found that the program was effective in promoting positive social skills and behavioral strategies with aggressive/rejected children. The intervention was not shown to be effective for nonaggressive/rejected children.(Identified by Child Trends, Evaluations listed)
  • Cognitive Relaxation Coping Skills (CRCS) High-anger sixth though eighth graders participated in an intervention designed for reducing anger and unhealthy anger expression. The intervention was comprised of two strategies, cognitive-relaxation coping skills (CRCS) and social skills training (SST). To measure impact, adolescents were randomly assigned to the CRCS condition, the SST condition, or no treatment condition. Compared with the no treatment group, adolescents in both interventions reported reduction in trait, general, and personal-situational anger, as well as unhealthy anger expression, and one measure of anxiety. CRCS also had impacts on depression, shyness, general deviance and a second measure of anxiety.(Identified by Child Trends, Evaluations included)
  • Fast Track prevention program is a multi-component intervention designed for use with high-risk elementary-school children, from first through sixth grade. The program is designed to prevent antisocial behaviors through promoting child competencies, improved school context, parent-school relationships, and parenting skills. Program components include a classroom curriculum (PATHS), tutoring, home visiting, group skills training, mentoring, and various individualized services for high-risk children. Analyses of Fast Track impacts were conducted after one, three, and five years of the intervention. Fast Track had modest positive impacts on high-risk children’s social, academic, and behavioral outcomes. Furthermore, parents of high-risk children in Fast Track exhibited less harsh discipline, compared to parents of children who were not in the program. Fast Track also impacted the general classroom—resulting in more positive ratings of classroom atmosphere and lower levels of disruptive behavior (according to peer and teacher report). After three years of the intervention, high-risk students maintained behavioral improvements and their parents continued to use decreased amounts of harsh discipline. By the fifth year, the Fast Track intervention produced significant impacts on social cognition and competence, peer deviance, and home and community problems, while not producing impacts on academic and behavioral outcomes in the school setting.(Identified by Child Trends, Evaluations included)
  • BrainPower Program (formerly the Attribution Program) is a theory-driven, conduct-problem prevention program that seeks to minimize the tendency to misattribute the intents of peers in various social situations and reduce peer-directed aggression. It has been implemented with elementary school children (primarily ethnic minority boys), but could be adapted for use with other populations. Informed by the social information-processing model, this program hypothesizes that, by reducing children's likelihood of attributing inaccurate or hostile intent, they will be much less likely to display aggression toward their peers. Findings from two randomized studies suggest that the program is effective in reducing aggressive behavior and social cognitions and improving self control in ethnic-minority children from disadvantaged economic backgrounds. (Identified by Child Trends, Evaluations included)
  • Early Risers "Skills for Success is a multicomponent, developmentally focused, competency-enhancement program that targets 6- to 12-year-old elementary school students who are at high risk for early development of conduct problems, including substance use. Early Risers is based on the premise that early, comprehensive, and sustained intervention is necessary to target multiple risk and protective factors. The program uses integrated child-, school-, and family-focused interventions to move high-risk children onto a more adaptive developmental pathway (Identified by SAMHSA)
Gender related


Females:



Males:
  • VALIDITY (CAMH, Ontario, Canada) Vibrant Action Looking Into Depression in Today's Young Women is a participatory action research project that is exploring factors that may contribute to depression in adolescent girls and identifying strategies that could be used to help prevent it. It is a partnership with young women throughout the Province; youth service providers and CAMH staff. Through focus groups with diverse young women from various provincial communities as well as a provincial conference planned by young women for young women we have gathered information and recommendations related to depression. These findings form the foundation of the booklet for service providers called Hear Me, Understand Me, Support Me . This resource reflects a collection of young women’s voices and perspectives along with some insight from other sources in the area of prevention and supporting young women who are experiencing depression.
  • Girls Talk (CAMH, Ontario, Canada) Girls Talk is an 8-session program for girls between the ages of 13 to 16 focusing on preventing and educating young women about depression. This program is not intended for young women who have already been diagnosed with, or in treatment for depression. After completing the Girls Talk program, it is expected that the participants will demonstrate their understanding of depression: potential causes, symptoms and treatment options. The young women will gain an understanding of the interrelation between depression and self-esteem, body image, stress, relationships and the media. The young women will also build on their skills to cope with daily life events.
  • Optimism and Lifeskills Program
    The purpose of this study was to examine the effectiveness of the Optimism and Lifeskills Program (i.e. a modified Penn Depression Prevention Program) for preventing depression in preadolescent girls of age between eleven and twelve (11 and 12) years who were completing their last year of primary school at a private girls school located in a high socioeconomic suburb of Perth, Western Australia. (Identified by the Canadian Best Practices Portal)
  • Girls Circle (Identified by OJJDP)
    The Girls Circle model, a structured support group for girls from 9-18 years, integrates relational theory, resiliency practices, and skills training in a specific format designed to increase positive connection, personal and collective strengths, and competence in girls. Girls Circles are most often held weekly for 1 1/2 to two hours. Each week the facilitator leads the group of girls through a format that includes each girl taking turns talking and listening to one another respectfully about their concerns and interests.(Description from CSMH, U of Maryland)
  • Emergency Room Intervention for Adolescent Females is a program for teenage girls 12 to 18 years old who are admitted to the emergency room after attempting suicide. The intervention, which involves the girl and one or more family members who accompany her to the emergency room, aims to increase attendance in outpatient treatment following discharge from the emergency room and to reduce future suicide attempts (Identified by SAMHSA)
  • Girl Power! (US Dept of Health & Human Services)
    Girl Power! is the national public education campaign sponsored by the U.S. Department of Health and Human Services to help encourage and motivate 9- to 14- year-old girls to make the most of their lives. Girls at age 8 or 9 typically have very strong attitudes about their health, so Girl Power! seeks to reinforce and sustain these positive values among girls ages 9-14 by targeting health messages to the unique needs, interests, and challenges of girls.
Addictions/Substance Abuse

Drake, R.E., O'Neal, E.L., Wallach, M.A. (2008) A systematic review of psychosocial research on psychosocial interventions for people with co-occurring severe mental and substance use disorders Journal of Substance Abuse Treatment Vol 34, 1, 123-38

Cleary, M., Hunt, G., Matheson, S., Siegfried, N., Walter, G. (2008) Psychosocial interventions for people with both severe mental illness and substance misuse Cochrane Database of Systematic Reviews 2008, 1, Art. No.: CD001088

Roosa MW, Gensheimer LK, Ayers TS, et al. Development of a school-based prevention program for children in alcoholic families. J Primary Prev 1990; 11(2):119-141

Drake, R.E., Mueser, K.T., Brunette, M., McHugo, G.J. (2004) A review of treatments for people with severe mental illness and co-occurring substance use disorder Psychiatric Rehabilitation Journal vol 27, 4, 360-74

Fletcher, A., Bonell, C., Hargreaves, J. (2008) School effects on young people's drug use: A systematic review of intervention and observational studies Journal of Adolescent Health Vol 42, 3,209-20
  • Canadian Example: Substance Abuse and Youth in School coalition The Substance Abuse and Youth in School (SAYS) coalition was formed in 2006 to build the capacity of the Ottawa community to work together to develop, resource and implement comprehensive drug and alcohol abuse prevention and treatment programs for students at the Grade 7 – 12 levels in area schools. Through the efforts of many community partners, new resources were committed in 2008 for the expansion of substance abuse education, prevention and treatment for youth, including funding from the Province of Ontario, the City of Ottawa, the four local school boards and the United Way/Centraide Ottawa’s Project STEP. Currently there are substance use counsellors in every secondary school (14 hours per week).
    http://www.ocri.ca/education/saysc.asp
Sexual Orientation

Pallotta-Chiarolli, Maria ;Martin, Erik (2009) "Which Sexuality? Which Service?": Bisexual Young People's Experiences with Youth, Queer and Mental Health Services in Australia Journal of LGBT Youth, v6 n2-3 p199-222 2009

Sadowski, Michael ;Chow, Stephen;Scanlon, Constance P. (2009) Meeting the Needs of LGBTQ Youth: A "Relational Assets" Approach Journal of LGBT Youth, v6 n2-3 p174-198 2009

Sawyer, Richard J. ;Porter, J. Davidson;Lehman, Thomas C.;Anderson, Clinton;Anderson, Karen M. (2006) Education and Training Needs of School Staff Relevant to Preventing Risk Behaviors and Promoting Health Behaviors among Gay, Lesbian, Bisexual, and Questioning Youth Journal of HIV/AIDS Prevention in Children & Youth, v7 n1 p37-53 2006

Cooper, Lindsay (2008) On the Other Side: Supporting Sexual Minority Students British Journal of Guidance & Counselling, v36 n4 p425-440 Nov 2008
  • Gender Identity Service (CAMH, Ontario, Canada) Gender identity refers to a person’s basic sense of self as a male or a female. Some children and adolescents are unhappy being a boy or a girl. We offer assessment and treatment. We help children, youth, ages 3- 18, and their families better understand a young person’s struggle with gender identity development and any related behavioural or emotional problems. We also assess adolescents who are concerned about being sexually aroused by cross-dressing
Mitigating the MH Impact of Chronic Diseases (Cancer, Diabetes etc)
  • Educators Guide to Childhood Cancer
    Written by Curriculum Services Canada, and carrying their seal of approval, this is a very informative and well-crafted website for educators and parents of children with cancer. However, we wish for it to become well-known and used in Canadian schools. Statistics show that 1 in 400 children will have cancer before the age of 18, which is why we believe it is so important that teachers become educated about the many needs of a child suffering this disease, as well as how to support their siblings, classmates and other members of the community. Most teachers are unprepared for having children with cancer, and do not anticipate the changes in learning that they will face. For example, aggressive cancer treatment can often cause learning disabilities in children, which must be dealt with accordingly by teachers.


Trauma from Violence


As a victim

As a bystander

As an aggressor
  • Canadian Example: School-Based Crisis Response: The Toronto District School Board has responded in a formal way to school crises for over 20 years. It uses a comprehensive model based on an ecological perspective, a developmental understanding, a mental health orientation and social support to mediate the impact and to identify students in need of additional support or intervention. In these situations, School Board staff have primary responsibility for formulating a psycho-social response and coordinating a multi-disciplinary approach to events that affect (or impact) whole school communities such as deaths, accidents, violent crimes and natural disasters that occur in the school or impact the community.
Trauma from Natural Disasters, Wars

Madrid PA, Grant R, Reilly MJ, Redlener NB. Challenges in meeting immediate emotional needs: short-term impact of a major disaster on children’s mental health: building resiliency in the aftermath of Hurricane Katrina. Pediatrics. 2006 May; 117(5 pt 3):S448-53.

Pfefferbaum B, Sconzo GM, Flynn BW, Kearns LJ, Doughty DE, Gurwitch RH, Nixon SJ, Nawaz S. Case finding and mental health services for children in the aftermath of the Oklahoma City bombing. J Behav Health Serv Res. 2003 Apr-Jun;30(2):215-27.

Stallard, P. (2006) Psychological interventions for post-traumatic reactions in children and young people: A review of randomised controlled trials Clinical Psychology Review Vol 26, 7. 895-911
  • After the Emergency
    The Australian Red Cross has created After the Emergency - an MP3 resource and website for young people affected by disasters.
  • Cognitive Behavioral Interventions for Trauma in Schools (Identified by NREPP) Most often used with children who have experienced a traumatic event. CBITS teaches six cognitive-behavioral techniques: education about reactions to trauma, relaxation, real life exposure, cognitive therapy, stress or trauma exposure, and social problem solving. The program consists of 10 group sessions with 6 to 8 students per group. Groups are once per week and last approximately 1 hour. Also includes 2 parent education sessions and 1 teacher education session. (Description from Center for School Mental health, U of Maryland)
  • Real Life Heroes (RLH) is based on cognitive behavioral therapy models for treating posttraumatic stress disorder (PTSD) in school-aged youth. Designed for use in child and family agencies, RLH can be used to treat attachment, loss, and trauma issues resulting from family violence, disasters, severe and chronic neglect, physical and sexual abuse, repeated traumas, and posttraumatic developmental disorder. RLH focuses on rebuilding attachments, building the skills and interpersonal resources. (Identified by SAMHSA)
Alleviating the Impact of Poverty

Kristjansson, E.A., Robinson, V., Petticrew, M., MacDonald, B., Krasevec, J., Janzen, L., et al. (2007) School feeding for improving the physical and psychosocial health of disadvantaged students Cochrane Database of Systematic Reviews 2007, 1, Art. No.: CD004676

Candy, B., Cattell, V., Clark, C., Stansfeld, S.A. (2007) The health impact of policy interventions tackling the social determinants of common mental disorder: A systematic review Journal of Public Mental Health Vol 2007, 2, 28-39
  • Born equal - Growing Healthy An integrated pre- and postnatal programme. It includes many targets, from the individual to comprehensive environment, and requires three intervention strategies: potential individual reinforcement, reinforcement of the environment and influence (political or media activity). Finally, it targets the whole set of health determinants of families facing an extreme poverty situation (life conditions and ways of living, support network, access to services and more). (Identified by the Canadian Best Practices Portal)
Homelessness/Transience

Dickinson P, Coggan C, Bennett S. (2003) TRAVELLERS: a school-based early intervention programme helping young people manage and process change, loss and transition. Pilot phase findings. Aust N Z J Psychiatry 2003;37(3):299-306
Cultural Isolation/Minority Culture

Kataoka SH, Stein BD, Jaycox LH, Wong M, Escudero P, Tu W, Zaragoza C, Fink A. A school-based mental health program for traumatized Latino immigrant children. J Am Acad Child Adolesc Psychiatry. 2003 Mar;42(3):311-8.

Dipeolu, Abiola;Kang, Jinhee;Cooper, Caren (2007) Support Group for International Students: A Counseling Center's Experience Journal of College Student Psychotherapy, v22 n1 p63-74 Oct 2007

Stein BD, Kataoka S, Jaycox LH, Wong M, Fink A, Escudero P, et al. Theoretical basis and program design of a school-based mental health intervention for traumatized immigrant children: a collaborative research partnership. J Behav Health Serv Res 2002;29(3):318-26
  • Penn Resiliency Program (Study # 2) This article presents the results of two studies designed to investigate the efficacy of a modified Penn Resiliency Program (i.e. a school based depression prevention program) that was delivered to low-income minority students (i.e. Latino students of Puerto Rican descent and African American students) in grades five (5) and six (6) who might be at-risk for developing depressive symptoms at two middle schools located in Philadelphia, Pennsylvania (Identified by the Canadian Best Practices Portal)
Cultural Oppression/Colonization (Including Indigenous, Aboriginal)

Middlebrook, D.L., LeMaster, P.L., Beals, J., Novins, D.K., Manson, S.M. (2001) Suicide prevention in American Indian and Alaska Native communities: A critical review of programs Suicide & Life-Threatening Behavior Vol 31 Suppl. 132-49

Lafromboise TD, Lewis HA. The Zuni Life Skills Development Program: a school/community-based suicide prevention intervention. Suicide Life Threat Behav 2008;38(3):343-53

Durie, Mason. (2006, August). Measuring Maori wellbeing. New Zealand Treasury Guest Lecture Series. Wellington: New Zealand Treasury. Slides. Full Paper.

Munford, R., & Walsh-Tapiata, W. (2006). Community development: working in the bicultural context of Aotearoa New Zealand. Community Development Journal, 41(4),426-442. Abstract.

Chile, L., Munford, R., & Shannon, P. (2006). Community development practice in a bicultural context: Aotearoa New Zealand. Community Development Journal, 41(4),400-406. Abstract.

Agee, M., Culbertson, P., & Mariu, L. (2006). A bibliography of literature related to Maori mental health. Auckland: University of Auckland.
Ellis, R. (2007). Mauri oho, mauri tu, mauri ora: enhancing Maori health and wellbeing through a critical engagement with social marketing. Hamilton: Waikato University.

Pere, L., M. (2006). Oho mauri: cultural identity, wellbeing, and tangata whai ora/motuhake: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Maori Studies at Massey University, Wellington, Aotearoa/New Zealand. Wellington: Massey University.

McNeill, Hinematau. (2005). Te hau ora o nga kaumatua o Tuhoe : a study of Tuhoe kaumatua mental wellness : a thesis submitted to the Auckland University of Technology in fulfilment of the degree of Doctor of Philosophy. Auckland: A.U.T.

Tse, S., Lloyd, C., Petchkovsky, L., & Manaia, W. (2005). Exploration of Australian and New Zealand indigenous people's spirituality and mental health. Australian Occupational Therapy Journal, 52, 181-187. Abstract.

Ihimaera, L. V. (2004). He ara ki te ao marama: a pathway to understanding the facilitation of taha wairua in the mental health services. A thesis submitted in partial fulfilment of the requirements for a Masters of Arts. Palmerston North: Massey University. Full Thesis.

Rochford, T. (2004, September). Whare tapa wha: a Maori model of a unified theory of health. The Journal of Primary Prevention, 25(1), 41-57. Abstract.

Durie, Mason. (2004). Indigeneity, and the promotion of positive mental health. Mason Durie, Massey University, Auckland at the Third World Conference for the Promotion of Mental Health and Prevention of Mental and Behavioural Disorders, held in Auckland in September 2004. Full Paper.

Williams, L., McCreanor, T., & Moewaka Barnes, H. (2003). A review of the mental health promotion literature and analysis of evidence to inform mental health promotion practice in Aotearoa / New Zealand. Auckland: Mental Health Foundation. Full Review.

Taylor, A., Katene, K., & Turner, S. (2003, February). Mental health promotion in Aotearoa New Zealand from an indigenous health perspective. Abridged paper presented at the World Federation for Mental Health Biennial Congress, Melbourne, February 2003. Melbourne: World Federation for Mental Health. Full Conference Paper.

Jade Associates. (2003). "Te ihonui": enhancing the promotion of mental health and well-being for Maori: a report developed for the southern region of the Mental Health Foundation of New Zealand. Christchurch: Jade Associates.

Cram, F., Smith, L., & Johnstone, W. (2003). Mapping the themes of Maori talk about health. New Zealand Medical Journal, 116(1170).
Ministry of Health. (2002). Building on strengths: a new approach to promoting mental health in New Zealand / Aotearoa. Wellington: Ministry of Health. Full Strategy.

Ratima, M. M. (2001). Kia uruuru mai a hauora: being healthy, being Maori : conceptualising Maori health promotio. PhD thesis, University of Otago. Dunedin: University of Otago.

Durie, M. H. (2000). Public health strategies for Maori. Health Education & Behavior, 27(3), 288-295.

Durie, Mason. (1999). Te Pae Mahutonga: a Model for Maori Health Promotion. [Unpublished paper]. Palmerston North: Massey University. Full Article.

Voyle, J. A., & Simmons, D. (1999). Community development through partnership: Promoting health in an urban indigenous community in New Zealand. Social Science & Medicine, 49(8), 1035-1050.

Mental Health Foundation. (1997). Te aro ake: Maori mental health promotion. Auckland : Mental Health Foundation.

Absolum, I. (1996). Mental health promotion: The living reality - the wairua response. Mental Health Quarterly, June, 6.

Rophia, D. (1993). Kia whai te maramatanga : the effectiveness of health messages for Maori. Wellington. Health Research and Analytical Services, Ministry of Health.
  • Preventing Substance use Among Aboriginal Youth This culturally-based intervention involved 1,400 native American youth from 27 schools and five states. It engages students in fifteen 50-minute weekly sessions, occurring during the spring term of the school year. Each intervention session incorporates Aboriginal values, legends and stories and addresses substance use issues in Aboriginal society and the positive and holistic concepts of health and health promotion among Aboriginal peoples. Students learn problem-solving, personal coping and interpersonal communication skills for preventing substance use. These skills are explained by group leaders then demonstrated by slightly older peers. The students receive booster sessions semi-annually for 3.5 years. Each session is delivered in two 50-minute sessions. Each session also includes a homework assignment. (Identified by the Canadian Best Practices Portal)
  • Maori Mental Health & Mental Health Promotion Te Ipu Whakahaua: Maori Bibliographic Database - Matatini Website This database has been funded by the Ministry of Health to ensure more ready access to research, literature, and conference papers relating to Māori mental health. Over 1200 abstracts are included, with many links and full text articles as well as a growing collection of Masters and PHD theses. Database.
Maori/New Zealand Competency Documents & Guides
  • Alcohol Advisory Council of New Zealand, (ALAC). (2006, February). Te Piringatahi: He Tohu Wairua. [In Te Reo Maori]. Wellington, Auckland & Christchurch: ALAC. Full Report.
  • Ministry of Health. (2004, November). Te Pae Mahuntonga: implementation planning guide. Wellington: Ministry of Health. Full Report.
  • Health Promotion Forum of New Zealand (2002) TUHA-NZ: a treaty understanding of hauora in Aotearoa-New Zealand. Auckland: Health Promotion Forum of New Zealand. Full Report.
  • Keelan, T. J., & Associates. (2002). E Tipu E Rea: a framework for Taiohi Maori development. Wellington: Ministry of Youth Development. Activity Kit.
Promoting Help Seeking/Health Literacy to access Services/Self Care

Slade EP. Effects of school-based mental health programs on mental health service use by adolescents at school and in the community. Ment Health Serv Res. 2002 Sep;4(3):151-66.
MENTAL ILLNESS
General

Greenberg, M.T., Domitrovich, C., Bumbarger, B. (20010 The prevention of mental disorders in school-aged children: Current state of the field
Prevention & Treatment Vol 4, 1, 1-59
Greenberg MT, Domitrovich C, Bumbarger B. Preventing mental disorders in school-age children: A review of the effectiveness of prevention programs. Prevention Research Center for the Promotion of Human Development – Pennsylvania State University. July, 1999.

Waddell, C., Hua, J.M., Garland, O.M., Peters, R.D., McEwan, K. (2007) Preventing mental disorders in children: A systematic review to inform policy-making Canadian Journal of Public Health 98, 3, 166-73

Tungpunkom, P., Nicol, M. (2008) Life skills programmes for chronic mental illnesses Cochrane Database of Systematic Reviews 2008, 2, Art. No.: CD000381
ADHD

DuPaul, G.J., Eckert, T.L. (1998) The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis
School Psychology Review Vol 26, 1, 5-27
Evans SW, Axelrod J, Langberg JM. Efficacy of a school-based treatment program for middle school youth with ADHD: pilot data. Behav Modif 2004 Jul; 28(4):528-47.

McGoey, K., Eckert, T., DuPaul, G. (2002) Early intervention for preschool-age children with ADHD: A literature review Journal of Emotional and Behavioral Disorders Vol 10, 1, 14-28

Purdie, N., Hattie, J., Carroll, A. (2002) A review of the research on interventions for attention deficit hyperactivity disorder: What works best? Review of Educational Research vol 72, 1, 61-99
  • Children's Summer Treatment Program (STP) is a comprehensive intervention for children with attention-deficit/hyperactivity disorder (ADHD) and related disruptive behaviors. The program focuses on the child's peer relations, the child's academic/classroom functioning, and the parents' parenting skills--three domains that drive outcomes in children with these conditions
FASD
  • BC Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (Government of BC) POPFASD supports teachers of students with FASD by explaining the educational implications of FASD. POPFASD shares current FASD research, resources and successful practices and provides a network for teachers and others. Through consultation with teachers and experts in the field of FASD, POPFASD developed a website that provides provide information, e-learning modules and resources for teachers.
  • Tapping Hidden Strengths: Planning for Students Who are Alcohol-Affected
    (Government of Manitoba) This is a planning resource intended to provide a support for student service administrators, principals, classroom teachers, resource teachers, school counsellors, clinicians, and other community professionals who will help in assisting schools in developing approaches for students who are alcohol-affected. The resource will address the spectrum of students who are alcohol-affected, including those diagnosed with Fetal Alcohol Syndrome (FAS), partial Fetal Alcohol Syndrome (pFAS), Alcohol-Related Neurodevelopmental Disorder (ARND), and Alcohol-Related Birth Defects (ARBD)
  • Fetal Alcohol Spectrum Disorders (Published by SAMHSA, United States) The FASD Center at SAMHSA provides extensive information and resources about FASD. It also features materials you can use to raise awareness about FASD.
  • Fetal Alcohol Syndrome - A Literature Review (Published by Australian Health Department, 2002) This paper provides a review of the published scientific literature on Fetal Alcohol Syndrome (FAS) and Alcohol Related Neurodevelopmental Disorder (ARND) with the aim of giving the reader an understanding of FAS and the surrounding issues.
Overcoming Stigma/Seeking Help

Schachter, H.M., Girardi, A., Ly, M., Lacroix, D., Lumb, A.B., Van Berkom, J., et al (2008) Effects of school-based interventions on mental health stigmatization: A systematic review Child and Adolescent Psychiatry and Mental Health Vol 2, 18

Rickwood, D.J. (1995). The effectiveness of seeking help for coping with personal problems in late adolescence. Journal of Youth and Adolescence, 24, 685-703

Santor, D.A., Kususmakar, V., Poulin, C., & Leblanc, J. (2006). Facilitating help seeking behavior and referrals for mental health difficulties in school aged boys and girls: A school-based intervention. Journal of Youth and Adolescence. 36, 741 – 752

Saunders, S.M., Resnick, M.D., Hoberman, H.M., & Blum, R.W. (1994). Formal help-seeking behaviour of adolescents identifying themselves as having mental health problems. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 718-728
  • Canadian Example. Durham Talking About Mental Illness Coalition (TAMI), “Stomping out Stigma” One in five students struggles with their mental health. Of those students, 80% will not seek help because of the associated stigma. The Durham Talking About Mental Illness Coalition (TAMI) is committed to increasing knowledge about mental illness AND to reducing the stigma associated with mental illness. Stigma is a massive barrier which prevents individuals from seeking treatment, and also significantly impacts our ability as communities to recognize, acknowledge and understand mental health concerns and respond proactively. The Durham TAMI Coalition has run several successful programs over the past 8 years, including an annual one-day Summit, a five day program in high school classrooms, professional development workshops for teaching staff, school assemblies, and more recently, a pilot program for Intermediate students. The success of our programs is based on: consumer survivors who tell their story of living with mental illness, a committed group of service providers from School Boards and community Mental Health agencies who support the speakers and plan exciting, innovative approaches to engaging youth, a solid relationship between mental health and education, and an evaluation component. Students who experience the TAMI program(s) show 38% increase in knowledge gain and a 12% improvement in supportive attitude towards those living with mental illness.
For Children Living with a Parent with a Mental Illness
Anxiety/Phobias

Masia CL, Klein RG, Storch EA, Corda B. School-based behavioral treatment for social anxiety disorder in adolescents: result of a pilot study. J of Am Academy of Child & Adolescent Psychiatry, 2001; 40(7):780-786.

Wood, Jeffrey J.;Chiu, Angela W.; Hwang, Wei-Chin;Jacobs, Jeffrey;Ifekwunigwe, Muriel (2008) Adapting Cognitive-Behavioral Therapy for Mexican American Students with Anxiety Disorders: Recommendations for School Psychologists School Psychology Quarterly, v23 n4 p515-532 Dec 2008

Chu, B.C., Harrison, T.L. (2007) Disorder-specific effects of CBT for anxious and depressed youth: A meta-analysis of candidate mediators of change Clinical Child & Family Psychology Review Vol 10, 4, 352-72

Silverman, W.K., Pina, A.A., Viswesvaran, C. (2008) Evidence-based psychosocial treatments for phobic and anxiety disorders in children and adolescents Journal of Clinical Child and Adolescent Psychology vol 37, 1, 105-30

Neil,A.L.,Christensen,H. Australian school-based prevention and early intervention programs for anxiety and depression: A systematic review.
Medical Journal of Australia 2007; 186(6): 305-308.
Ollendick, Thomas H.;Ost, Lars-Goran;Reuterskiold, Lena;Costa, Natalie;Cederlund, Rio;Sirbu, Cristian;Davis, Thompson E., III;Jarrett, Matthew A. (2009) One-Session Treatment of Specific Phobias in Youth: A Randomized Clinical Trial in the United States and Sweden Journal of Consulting and Clinical Psychology, v77 n3 p504-516 Jun 2009
  • Coping Cat (Identified by NREPP) This program focuses on helping children recognize and analyze anxious feelings and develop strategies to cope with anxiety-provoking situations. Coping Cat groups consist of 16 sessions total. During the first half children are taught the basic concepts of anxiety reduction, the last half is for practicing those skills.(Description from CSMH, U of Maryland)
  • FRIENDS for Life The FRIENDS program is a school-based early intervention and prevention program, proven to be effective in building resilience and reducing the risk of anxiety disorders in children. It teaches children how to cope with fears and worries and equips them with tools to help manage difficult situations, now and later in life. (Identified by the Canadian Best Practices Portal)

    Canadian Example:
    The B.C. Ministry of Children and Family Development works in collaboration with school districts and the Ministry of Education to offer the Friends program universally to grade 4-7 students to reduce the prevalence of anxiety and to build resilience in students. The FRIENDS for Life in B.C. program has been recognized by the World Health Organization as a "first in the world" universal school-based program targeting anxiety and resilience.
  • FRIENDS for Life Childhood Anxiety Prevention Program FRIENDS for Life helps children and teenagers cope with feelings of fear, worry, and depression by building resilience and self-esteem and teaching cognitive and emotional skills in a simple, well-structured format. The objective of this study is to provide the preliminary data on the effectiveness of the FRIENDS anxiety prevention program (i.e. an universal cognitive behavioural treatment program) on preventing the development of anxiety and depressive symptoms in children aged between 10 and 13 years who were studying in grades 5, 6 and 7 at Catholic schools located in Brisbane, Queensland, Australia. (Identified by the Canadian Best Practices Portal)
Obesity/Eating Disorders/Body Image

Pratt, B.M., Woolfenden, S.R. (2002) Interventions for preventing eating disorders in children and adolescents Cochrane Database of Systematic Reviews 2002, 2, Art. No.: CD002891

Perkins, S.J., Murphy, R., Schmidt, U., Williams, C. (2006) Self-help and guided self-help for eating disorders Cochrane Database of Systematic Reviews , Vol 2006, 3, Art. No.: CD004191

Chehab LG, Pfeffer B, Vargas I, Chen S, Irigoyen M. (2007) "Energy Up": a novel approach to the weight management of inner-city teens. J Adolesc Health 2007;40(5):474-6.

Prian N. Prevention of eating disorders: a review of outcome evaluation research. Isr J Psychiatry Relat Sci. 2005; 42(3):172-7

Pokrajac-Bulian A, Zivcić-Becirević I, Calugi S, Dalle Grave R. (2006) School prevention program for eating disorders in Croatia: a controlled study with six months of follow-up. Eat Weight Disord. 2006 Dec;11(4):171-8.

Berger U, Ziegler P, Strauss B. (2008) [Barbie goes PriMa: formative evaluation of a school-based program for the primary prevention of anorexia nervosa developed for girls up to the age of 12] Z Psychosom Med Psychother. 2008;54(1):32-45. German.

Raich RM, Sánchez-Carracedo D, López-Guimerà G, Portell M, Moncada A, Fauquet J. (2008) A controlled assessment of school-based preventive programs for reducing eating disorder risk factors in adolescent Spanish girls. Eat Disord. 2008 May-Jun;16(3):255-72. Erratum in: Eat Disord. 2008 Jul-Sep;16(4):362

Ontario Public Health Research, Education & Development Program. The effectiveness of primary prevention of eating disorders. Effective Public Health Practice Project. (Review)

Pratt BM, Woolfenden SR. Interventions for preventing eating disorders in children and adolescents. The Cochrane Database of Systematic Reviews 2002, Issue 2

Neumark-Sztainer D, Wall M, Guo J, Story M, Haines J, Eisenberg M. (2006) Obesity, disordered eating, and eating disorders in a longitudinal study of adolescents: how do dieters fare 5 years later? J Am Diet Assoc. 2006 Apr;106(4):559-68.

Elliot DL, Moe EL, Goldberg L, DeFrancesco CA, Durham MB, Hix-Small H. (2006) Definition and outcome of a curriculum to prevent disordered eating and body-shaping drug use. J Sch Health. 2006 Feb;76(2):67-73

McVey G, Gusella J, Tweed S, Ferrari M. (2009) A controlled evaluation of web-based training for teachers and public health practitioners on the prevention of eating disorders. Eat Disord. 2009 Jan-Feb;17(1):1-26.

McVey G, Tweed S, Blackmore E. (2007) Healthy Schools-Healthy Kids: a controlled evaluation of a comprehensive universal eating disorder prevention program. Body Image. 2007 Jun;4(2):115-36. Epub 2007 Mar 7
  • Healthy Buddies The Healthy Buddies™ program provides an opportunity to shape the health culture of children and adolescents when they are at school. The classroom setting is used to teach kids about nutrition, the benefits of physical activity, and about healthy growth and development. The social culture in schools contributes to the development of children's attitudes and habits, which influence health/lifestyle beliefs and behaviours as they mature. The Healthy Buddies™ program also provides the basis for a collaborative relationship between health care, health promotion and education to reduce the incidence of preventable health problems. (Identified by the Canadian Best Practices Portal)
  • New Moves New Moves was a girls-only alternative physical education program for obesity prevention that high school girls took for school credit. The program was supplemented with nutrition, social support and parental support sessions. (Identified by the Canadian Best Practices Portal)
  • Parents as Agents of Change This intervention aims to treat obese children using the parents as agents of the change. During the parent support and educational group sessions, participants discuss the following topics: limits of responsibilities, nutrition education, eating behaviour modification, cognitive restructuring, parental modeling, problem solving, and how to create opportunities for physical activity, decrease stimulus exposure, decrease the fat content in the family’s diet, and cope with resistance. All suggested changes are intended for the entire family. (Identified by the Canadian Best Practices Portal)
Behaviour Disorders

Reid, Carol (2009) Schooling Responses to Youth Crime: Building Emotional Capital International Journal of Inclusive Education, v13 n6 p617-631 Sep 2009
  • Canadian Example: The Segregated Assessment Partnership Program (SAPP) is a collaborative project between Grand River Hospital and the Waterloo Region District School Board. It is intended for students in Junior and Senior Kindergarten who experience significant behavioural difficulty within a structured school environment. The program provides assessment and support four afternoons per week for eight to 10 weeks at the Grand River Hospital. Students participating in this program are enrolled in a morning class at their home school so that they can transfer skills into their regular classroom environment. Parental support and school in-service opportunities are included in this program.
Emotional/Mood Disorders

Ahmead,M., Bower,P. (2008) The effectiveness of self help technologies for emotional problems in adolescents: A systematic review Child and Adolescent Psychiatry and Mental Health Vol 2, 20

Vernberg EM, Jacobs AK, Nyre JE, Puddy RW, Roberts MC. Innovative treatment for children with serious emotional disturbance: preliminary outcomes for a school-based intensive mental health program. J Clin Child Adolesc Psychol 2004;33(2):359-65
  • The Clinician-Based Cognitive Psychoeducational Intervention is intended for families with parents with significant mood disorder. Based on public health models, the intervention is designed to provide information about mood disorders to parents, equip parents with skills they need to communicate this information to their children, and open dialogue in families about the effects of parental depression. The intervention consists of 6-11 sessions that include separate meetings with parents and children.(Identified by SAMHSA)
  • Mood and Anxiety Disorders Service (CAMH, Ontario) Bipolar disorder may present with symptoms of depression or mania, such as grandiose thinking, decreased need for sleep, or extreme talkativeness. We help the child, youth and their family better understand the problem after assessment. We also recommend treatment when appropriate. In some cases, we are able to offer time-limited treatment.
Depression

Stice,E., Shaw,H., Bohon,C., Marti,C.N., Rohde,P. (2009) A meta-analytic review of depression prevention programs for children and adolescents: Factors that predict magnitude of intervention effects Journal of Consulting and Clinical Psychology Vol 77, 3, 486-503

Merry S, McDowell H, Hetrick S, Bir J, Muller N. Psychological and/or educational interventions for the prevention of depression in children and adolescents. Cochrane Database of Systematic Reviews 2004, Issue 2. Art. No.: CD003380.

Compton, S.N., March, J.S., Brent, D., Albano, A.M., Weersing, V.R., Curry, J. (2004) Cognitive-behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An evidence-based medicine review Journal of the American Academy of Child and Adolescent Psychiatry Vol 43, 8, 930-59

Horowitz JL., Garber J. The Prevention of Depressive Symptoms in Children and Adolescents: A Meta-Analytic Review. Journal of Consulting and Clinical Psychology 2006;74(3): 401-415

Butler,A.C., Chapman,J.E., Forman,E.M., Beck,A.T. (2006) The empirical status of cognitive-behavioral therapy: A review of meta-analyses Clinical Psychology Review Vol 26, 1, 17-31

Merry, S.N., Spence, S.H. (2007) Attempting to prevent depression in youth: A systematic review of the evidence Early Intervention in Psychiatry Vol 1, 2, 128-37

Cuijpers,P., Van,Straten A., Smit,F., Mihalopoulos,C., Beekman,A. (2008) Preventing the onset of depressive disorders: A meta-analytic review of psychological interventions American Journal of Psychiatry Vol 165, 10, 1272-80

Venning,A., Kettler,L., Eliott,J., Wilson,A. (2009) The effectiveness of cognitive-behavioural therapy with hopeful elements to prevent the development of depression in young people: A systematic review International Journal of Evidence-Based Healthcare vol 7, 1, 15-33

Horowitz, J.L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents:A meta-analytic review. Journal of Consulting and Clinical Psychology, 74, 401-415

Jane Burns, Susan Boucher, Sara Glover, Brian Graetz, Deborah Kay, George Patton, Michael Sawyer and Susan H Spence (2008) Preventing Depression in Young People. What Does the Evidence Tell us and How Can we Use it to Inform School-Based Mental Health Initiatives? Advances in School Mental Health Promotion, Vol 1, Issue 2, 5-16

Levy AJ, Land H. School-based interventions with depressed minority adolescents. Child Adolesc Soc Work J 1994; 11(1):21-35. Lewinsohn PM, Clarke GN. Psychosocial treatments for adolescent depression. Clin Psychol Rev. 1999; 19(3):329-342.

Mufson L, Dorta KP, Wickramaratne P, Nomura Y, Olfson M, Weissman MN. A randomized effectiveness trial of interpersonal psychotherapy in depressed adolescents. Arch Gen Psychiatry. 2004 Jun; 61(6):577-84.

Hilt-Panahon A, Kern L, Divatia A, Gresham F (2007) School-based Interventions for Students with or at Risk for Depression: A Review of the Literature, Advances in School Mental Health, Vol 1, Issue I, 32-41
Gillham, J.E., Reivich, K.J., Freres, D.R., Chaplin, T.M., Shatté, A.J., Samuels, B., Elkon, A.G., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M.E. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program J Consult Clin Psychol. 2007 Feb;75(1):9-19

Cuijpers, P., van Straten, A., Smit, F., Mihalopoulos, C., and Beekman, A. (2008). Preventing the onset of depressive disorders: A meta-analytic review of psychological interventions. American Journal of Psychiatry, 165(10), 1272-1280.

Horowitz, J.L., and Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal of Consulting and Clinical Psychology, 74, 401-415.

Jané-Llopis, E., Hosman, C., Jenkins, R., and Anderson, P. (2003). Predictors of efficacy in depression prevention programmes. Meta-analysis. British Journal of Psychiatry, 183, 384-397.

Merry, S.N., and Spence, S.H. (2007). Attempting to prevent depression in youth: A systematic review of the evidence. Early Intervention in Psychiatry, 1, 128-137.
Spence, S.H. & Shortt, A.L. (2007). Research review: Can we justify the widespread dissemination of universal, school-based interventions for the prevention of depression among children and adolescents? Journal of Child Psychology and Psychiatry, 48, 526-542.
  • Cognitive Behavioural Prevention of Depression and Anxiety The objective of this study is to explore the effectiveness of a cognitive-behavioural prevention program in preventing depression and anxiety of first-year undergraduate students who were at risk for depression [i.e. scoring in the bottom quartile of the Attributional Style Questionnaire (ASQ­)] at the University of Pennsylvania. (Identified by the Canadian Best Practices Portal)
  • Preventing Depressive Symptoms in Chinese Children (Study # 3) This article presents the results of three (3) studies carried out to investigate the depressive symptoms in mainland Chinese children. The study 1 examined the demographics of depressive symptoms in Chinese children. The study 2 explored the causal factors of depression in Chinese children. And the study 3 investigated the effectiveness of the modified Penn Optimism Program (POP) on preventing depressive symptoms among elementary and high school Chinese children of age between eight and fifteen (8 and 15) years who were at risk for future depression based on the scores for the Childrens Depression Inventory (CDI) and the Cohesion and Conflict subscales of the Family Environment Scale (FES). The program uses Ellis' Adversity-Consequences-Beliefs (ABC) model which helps students learn to detect inaccurate thoughts, to evaluate the accuracy of those thoughts, and to challenge negative beliefs by considering alternative interpretations. Students learn techniques for assertiveness, negotiation, decision-making, social problem-solving, and relaxation. (Identified by the Canadian Best Practices Portal)

  • Group Cognitive Intervention for Preventing Depression in Adolescent Offspring of Depressed Parents The aim of this study is to prevent progression to future episodes of major depression in at-risk offspring (i.e. children of aged thirteen to eighteen (13-18) years with medium-severity depression) of adults treated for depression in the Kaiser Permanente Northwest Health Maintenance Organization located in Portland, Oregon. (Identified by the Canadian Best Practices Portal)

  • Canadian Example. The Halton Y.O.D.A. (Youth Overcoming Depression and Anxiety) Program The Halton Y.O.D.A. (Youth Overcoming Depression and Anxiety) Program at Woodview (Children’s Mental Health and Autism Services) services youth in grades 6, 7, and 8 experiencing symptoms of anxiety and depression. Y.O.D.A. is a group treatment program, using evidence based practices (FRIENDS™), involving 12 weekly sessions and 2 parent education evenings.
Aggression
  • Preventive Treatment Program The PTT was aimed at disruptive kindergarten boys and their parents, with the goal of reducing short- and long-term antisocial behaviour. The program provided training for both parents and boys with the long-term goal of decreasing delinquency, substance use, and gang involvement. The program was administered to the treatment boys and their parents when the boys were 7 years old and lasted until they were 9. The parent-training component was based on a model developed at the Oregon Social Learning Center. (Identified by the Canadian Best Practices Portal)
Self-harm

Crawford, M.J., Thomas, O., Khan, N., Kulinskaya, E. (2007) Psychosocial interventions following self-harm: Systematic review of their efficacy in preventing suicide British Journal of Psychiatry Vol 190, 11-
  • Canadian Example: A School Board and Community Agency Threat Assessment Team The Limestone District School Board (LDSB) in partnership with the Hotel Dieu/ Kingston General Hospitals in Kingston, Ontario have signed a protocol that outlines a communication and care pathway that ensures that a student who is at risk for self harm or harm to others and has been assessed by a Community Threat Assessment Team as high risk has access to a psychiatric assessment at the Hotel Dieu within 24 to 48 hours.
Suicide

Mujoomdar,M., Cimon,K., Nkansah,E.(2009) Dialectical behaviour therapy in adolescents for suicide prevention: Systematic review of clinical-effectiveness Ottawa, On, Canadian Agency for Drugs and Technologies in Health (CADTH)

Ploeg, J., Ciliska, D., Dobbins, M., Hayward, S., Thomas, H., Underwood, J. (1996) A systematic overview of adolescent suicide prevention programs Canadian Journal of Public Health Vol 87, 5, 319-324

Health Evidence Network Europe, 2004 For which strategies of suicide prevention is there evidence of effectiveness? World Health Organization. http://www.euro.who.int/document/E83583.pdf

Guo B, Harstall C. Efficacy of suicide prevention programs for children and youth. Alberta Heritage Foundation for Medical Research, 2002. http://www.ahfmr.ab.ca/download.php/8a68774ea33cb4aae119b3b5f75a911c

Aseltine RH Jr, DeMartino R. (2004) An outcome evaluation of the SOS Suicide Prevention Program. Am J Public Health. 2004 Mar; 94(3):446-51.
  • Coping and Support Training (CAST)Canadian Best Practices Portal) Coping and Support Training (CAST) is a high school-based suicide prevention program that targets young people ages 14-18 in grades 9-12. It is for students who evidence multiple risk factors and few protective factors for suicide and depression. CAST is a small group skills training intervention designed to enhance personal competencies and social support resources. The CAST program goals are to decrease: suicide risk and emotional distress, drug involvement, and school problems. (Identified by the
  • SOS Signs of Suicide (Identified by SAMHSA and others)
    Students are taught the appropriate response when encountering a friend or peer that is suicidal. 2-day secondary school-based intervention that includes screening and education. Students are screened for depression and suicide risk and referred for professional help as indicated. Students view a video that teaches them to recognize signs of depression and suicide in others and then participate in guided classroom discussions about suicide and depression. (Described by CSMH, U if Maryland)
  • CARE (Care, Assess, Respond, Empower) (Identified by NREPP) This program focuses on suicide prevention targeting high-risk youth, includes outcomes for depression, anxiety, anger control, drug use, and stress management. Begins with a 2-hour long computerized suicide assessment which is followed by a 2 hour motivational counseling and social support intervention. A follow –up reassessment and booster counseling session occur 9 weeks after the initial session. (Description from Center for School Mental Health. U of Maryland)
  • White J (2005) Preventing Suicide in Youth: Taking Action With Imperfect Knowledge A Research Report Prepared for the British Columbia Ministry of Children and Family Development
  • Alberta Mental Health Board (2005) A Call to Action. The Alberta Suicide Prevention Strategy, Edmonton, Alberta Mental Health Board
  • Reclaiming Hope: Manitoba’s Youth Suicide Prevention Strategy, Winnipeg, Manitoba Healthy Living
  • Canadian Association for Suicide Prevention (2006) The CASP Blueprint for a Canadian National Suicide Prevention Strategy
  • Australian Institute for Suicide Research and Prevention (AISRAP) The aim of the Australian Institute for Suicide Research and Prevention (AISRAP) is to promote, conduct, and support comprehensive intersectoral programs of research activities for the prevention of suicidal behaviours in Australia.
  • Aboriginal Suicide Prevention Information (PDF663KB) Australian Lifeline's emotional well-being toolkit for Indigenous communities.
  • LIFE: Living Is For Everyone
    The Living Is For Everyone (LIFE) website is a world-class suicide and self-harm prevention resource. Dedicated to providing the best available evidence and resources to guide activities aimed at reducing the rate at which people take their lives in Australia, the LIFE website is designed for people across the community who are involved in suicide and self-harm prevention activities.
  • Suicide Prevention Australia
    Suicide Prevention Australia is a non-profit, non-government organisation working as a public health advocate in suicide prevention. SPA is the only national umbrella body active in suicide prevention throughout Australia, promoting: community awareness and advocacy; collaboration and partnerships between communities, practitioners, research and industry; information access and sharing; local, regional and national forums, conferences and events.
  • Counselors Care (CARE) is a school-based intervention for high-school students at risk for suicide. CARE is a two-part, four-hour program, beginning with a personalized computer-assisted assessment of risk and protective factors, and followed by a brief counseling intervention designed to enhance a youth's personal resources and social network connections.
  • Suicide-Related Research in Canada: A Descriptive Overview Public Health Agency of Canada (2004)
    This paper was originally developed and presented as a background information piece for the Workshop on Suicide-Related Research, held February 7 - 8, 2003 in Montréal, Québec. It was adapted from an original paper prepared by Jennifer White, EdD, for the Mental Health Promotion Unit of Health Canada. Based on feedback provided by workshop participants, this document was further reviewed and revised by the Canadian research community. Final revisions and updating of this document were coordinated by the Centre for Suicide Prevention in Calgary, with support from the Centre for Research and Intervention on Suicide and Euthanasia in Montréal. A bibliography of Canadian suicide research references has been appended to this document. Further, an updated bibliography, developed by the Centre for Suicide Prevention and the Centre for Research and Intervention on Suicide and Euthanasia, has been developed for Health Canada, and appears as a separate document. Together, the two bibliographies provide a gateway to research on suicide in Canada published during the period 1985 through 2003.
Bi Polar

Rouget, B.W., Aubry, J.-M. (2007) Efficacy of psychoeducational approaches on bipolar disorders: A review of the literature Journal of Affective Disorders Vol 98, 1-2, 11-27

Isaac,M., Elias,B., Katz,L.Y., Belik,S.L., Deane,F.P., Enns,M.W., et al. (2009) Gatekeeper training as a preventative intervention for suicide: A systematic review Canadian Journal of Psychiatry Vol 54, 4, 260-68

Beynon, S., Soares-Weiser, K., Woolacott, N., Duffy, S., Geddes, J.R. (2008) Psychosocial interventions for the prevention of relapse in bipolar disorder: Systematic review of controlled trials British Journal of Psychiatry Vol 192, 1, 5-11
Autism

Eikeseth,S. (2009) Outcome of comprehensive psycho-educational interventions for young children with autism Research in Developmental Disabilities Vol 30, 1, 158-78
  • The Collaborative Service Delivery Model, a joint project led by the Ontario Ministry of Education and theOntario Ministry of Children and Youth Services in response to the Ministers’ Reference Group on ASD (Making a Difference for Students with Autism Spectrum Disorders in Ontario Schools: From Evidence to Action, February 2007) began in 2007 and has continued through to 2010. This project has included eight school boards in seven regional sites in the province of Ontario.
Schizophrenia

Huxley,N.A., Rendall,M., Sederer,L. (2000) Psychosocial treatments in schizophrenia: A review of the past 20 years The Journal of Nervous and Mental Disease Vol 188, 4, 188-201

Pharoah, F.M., Rathbone, J., Mari, J.J., Streiner, D. (2006) Family intervention for schizophrenia Cochrane Database of Systematic Reviews Vol 2006, 4, Art. Id.: CD000088
Psychosis

Marshall, M., Rathbone, J. (2006) Early intervention for psychosis
Cochrane Database of Systematic Reviews 2006, 4, Art. No.: CD004718
Lincoln, T.M., Wilhelm, K., Nestoriuc, Y (2007) Effectiveness of psychoeducation for relapse, symptoms, knowledge, adherence and functioning in psychotic disorders: A meta-analysis Schizophrenia Research Vol 96, 1-3, 232-45
Other Mental Illness/Disorders


C-6 Effects of Programs on Learning (Educational achievement and school effectiveness)
Research

 Reports/Resources
DeSocio J, Hootman J. Children’s mental health and school success. J School Nursing. 2004 Aug; 20(4):189-96.

Murray,N.G., Low,B.J., Hollis,C., Cross,A.W., Davis,S.M. (2007) Coordinated school health programs and academic achievement: A systematic review of the literature Journal of School Health, Vol 77, 9, 589-600

Danice K. Eaton PhD, Nancy Brener PhD, Laura K. Kann PhD (2008) Associations of Health Risk Behaviors With School Absenteeism. Does Having Permission for the Absence Make a Difference?
Journal of School Health 78 (4) , 223–229

Marti Rice PhD, RN, Duck-Hee Kang PhD, RN, FAAN, Michael Weaver PhD, RN, FAAN, Carol C. Howell PhD, RN (2008) Relationship of Anger, Stress, and Coping With School Connectedness in Fourth-Grade Children Journal of School Health 78 (3) , 149–156

Klem, A.M., & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273.

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press
  • Project SUCCESS (Identified by SAMHSA and others) Project SUCCESS is designed to serve each student for six years from middle school through high school. All components work within theProject SUCCESS philosophy, which is to provide a non-judgmental, supportive setting where students can speak out and be heard, and where they learn to assess themselves and their options regarding their future. All program components are designed to help your student gain confidence in creative thinking, decision making, goal setting and resourcefulness while developing the skills to plan their future. The program is comprised of these components: Goal-Setting Workshops in the Classroom, Theatre Experiences, One-on-One Assistance, College Tours and Special Programming. Students participate in a workshop once a month for a total of eight workshop experiences per student, per year. The program offers students and their families the opportunity to attend between six and twelve theater experiences a year. These are not school field trips, but tickets to evening and weekend performances. So we offer a one-on-one counseling program in after-school sessions. Facilitators help high school students with reviewing and filling out applications for college or financial aid, finding job opportunities and seeking the resources necessary to make life after high school a positive, productive experience. (Described by CSMH, U of Maryland)




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