國立虎尾科技大學 |

Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education./
Author:	Hanson, Erin R.
Description:	1 online resource (205 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379957674

Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education.
Hanson, Erin R.

Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education. - 1 online resource (205 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (D.Ed.)--University of Oregon, 2023.

Includes bibliographical references

The rates of death by suicide and the prevalence of mental health conditions in children and youth are a world-wide crisis. Education and school health promotion have a key role in supporting children, however initiatives and interventions are siloed and provide supports to only a few students. In this qualitative study with quantitative components, I used a sequential exploratory research design in a three-phase process to explore how promoting a universal approach to mental health literacy (MHL) and social emotional learning (SEL) in the context of health education can bridge the suicide prevention gap that exists in elementary education. Phase one included an artifact analysis of state and district-level data addressing health education, SEL, and MHL. In phase two, I presented the findings from my artifact analysis to a district-level team. They were then asked to provide feedback on adaptations to a district revision of CDC's Elementary School Health Index (SHI) to better support district and school-level goals (CDC, 2017). The data were collected and shared with the participants through a focus group in phase three, where they continued revising in a collaborative format. The process of adapting the SHI provided insight into how educators perceive the constructs in this study. I selected a purposeful sampling of district-level staff to participate in the survey and focus group. District-level staff were chosen based on their expertise and experience with SEL, mental health, health education, and/or intimate knowledge of student needs. All 20 participants held leadership or support positions in the district. Participants were female and four racial/ethnic groups were represented. The findings highlight the multidimensional nature of these topics. There was a general consensus that health education, MHL, and SEL can and should be aligned, but there are many factors to consider along the way to alignment. Participants spoke about professional development, accountability, equity, access, cultural responsiveness, collaboration, responsibility, roles, implementation, systems, and more. Implications for practice and suggestions for future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379957674Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Health educationIndex Terms--Genre/Form:

554714
Electronic books.

Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education.
LDR:03666ntm a22004097 4500 001 1146610
005 20240812064656.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379957674
035 $a (MiAaPQ)AAI30523222
035 $a AAI30523222
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hanson, Erin R. $3 1472028
245 1 0 $a Suicide Prevention at the Intersection of Health Education, Social Emotional Learning, and Mental Health Literacy in Elementary Education.
264 0 $c 2023
300 $a 1 online resource (205 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Alonzo, Julie.
502 $a Thesis (D.Ed.)--University of Oregon, 2023.
504 $a Includes bibliographical references
520 $a The rates of death by suicide and the prevalence of mental health conditions in children and youth are a world-wide crisis. Education and school health promotion have a key role in supporting children, however initiatives and interventions are siloed and provide supports to only a few students. In this qualitative study with quantitative components, I used a sequential exploratory research design in a three-phase process to explore how promoting a universal approach to mental health literacy (MHL) and social emotional learning (SEL) in the context of health education can bridge the suicide prevention gap that exists in elementary education. Phase one included an artifact analysis of state and district-level data addressing health education, SEL, and MHL. In phase two, I presented the findings from my artifact analysis to a district-level team. They were then asked to provide feedback on adaptations to a district revision of CDC's Elementary School Health Index (SHI) to better support district and school-level goals (CDC, 2017). The data were collected and shared with the participants through a focus group in phase three, where they continued revising in a collaborative format. The process of adapting the SHI provided insight into how educators perceive the constructs in this study. I selected a purposeful sampling of district-level staff to participate in the survey and focus group. District-level staff were chosen based on their expertise and experience with SEL, mental health, health education, and/or intimate knowledge of student needs. All 20 participants held leadership or support positions in the district. Participants were female and four racial/ethnic groups were represented. The findings highlight the multidimensional nature of these topics. There was a general consensus that health education, MHL, and SEL can and should be aligned, but there are many factors to consider along the way to alignment. Participants spoke about professional development, accountability, equity, access, cultural responsiveness, collaboration, responsibility, roles, implementation, systems, and more. Implications for practice and suggestions for future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Elementary education. $3 1148439
650 4 $a Education policy. $3 1107727
650 4 $a Educational leadership. $3 585508
653 $a Health education
653 $a Mental health literacy
653 $a School health
653 $a Social emotional learning
653 $a Suicide prevention
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0449
690 $a 0524
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Oregon. $b Department of Educational Methodology, Policy, and Leadership. $3 1184865
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30523222 $z click for full text (PQDT)