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School Self-Reported Implementation of Mental Health Policies and Practices : = An Exploration of School- and State-Level Predictors.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School Self-Reported Implementation of Mental Health Policies and Practices :/
其他題名:	An Exploration of School- and State-Level Predictors.
作者:	Guerra, Laura Ann.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Health education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369792584

School Self-Reported Implementation of Mental Health Policies and Practices : = An Exploration of School- and State-Level Predictors.
Guerra, Laura Ann.

School Self-Reported Implementation of Mental Health Policies and Practices :An Exploration of School- and State-Level Predictors. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

Mental health plays a fundamental role in child development and can impact interpersonal relationships and the ability to live a healthy and productive life. Mental health disorders among adolescents are prevalent and represent a potential barrier to learning. Since most youth attend school regularly, these institutions are in a unique position to improve access and availability of mental health services, but may not have prioritized mental health due to competing demands placed on the school day and lack of funding and/or support for such efforts. Federal education policy can shift state-level support and funding to secondary schools and alter local school- and state-level environments. Anticipating the potential impact of such legislation requires an understanding of the relationship between school- and state-level factors and schools' implementation of mental health policies and practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369792584Subjects--Topical Terms:

585977
Health education.
Index Terms--Genre/Form:

554714
Electronic books.

School Self-Reported Implementation of Mental Health Policies and Practices : = An Exploration of School- and State-Level Predictors.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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504 $a Includes bibliographical references
520 $a Mental health plays a fundamental role in child development and can impact interpersonal relationships and the ability to live a healthy and productive life. Mental health disorders among adolescents are prevalent and represent a potential barrier to learning. Since most youth attend school regularly, these institutions are in a unique position to improve access and availability of mental health services, but may not have prioritized mental health due to competing demands placed on the school day and lack of funding and/or support for such efforts. Federal education policy can shift state-level support and funding to secondary schools and alter local school- and state-level environments. Anticipating the potential impact of such legislation requires an understanding of the relationship between school- and state-level factors and schools' implementation of mental health policies and practices.
520 $a Multilevel modeling techniques were applied in this study to examine the relationship between both school- and state-level predictors and schools' self-reported implementation of mental health policies and practices at secondary schools across the United States.
520 $a Lead health teacher certification to teach health education ( beta = 0.56, SE = 0.07, p < 0.001), school use of data when writing the School Improvement Plan (SIP) (beta = 0.32, SE = 0.05, p < 0.001), presence of a health and safety coordinator ( beta = 0.24, SE= 0.07, p < 0.001) and a health council ( beta = 0.36, SE = 0.09, p < 0.001) were all positively associated with schools' self-reported implementation of mental health policies and practices. State agency-provided professional development in mental health and suicide prevention for health educators in schools was positively associated with schools' self-reported implementation of mental health policies and practices (gamma = 0.26, SE = 0.10, p = 0.02).
520 $a Results supported schools' use of data when writing the SIP, having a health and safety coordinator or a health council, and using educators certified to teach health education. Finally, despite state agency efforts to provide assistance in support of school mental health policies and practices, only professional development in mental health for health educators was significant in implementing policies and practices. Future research is necessary to understand what form of assistance may motivate schools' adoption of mental health policies and practices.
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