Interventions to Improve Student Mental Health

Interventions to Improve Student Mental Health: A Literature Review to Guide Evaluation of California's Mental Health Prevention and Early Intervention Initiative

Bradley D. Stein
Lisa M. Sontag-Padilla
Karen Chan Osilla
Michelle W. Woodbridge
Courtney Ann Kase
Lisa H. Jaycox
Elizabeth D’Amico
Jennifer L. Cerully
Nicole K. Eberhart
Shari Golan
Copyright Date: 2012
Published by: RAND Corporation
Pages: 46
https://www.jstor.org/stable/10.7249/j.ctt5hhtng
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  • Book Info
    Interventions to Improve Student Mental Health
    Book Description:

    The authors review data on the prevalence of youth mental health disorders and schools’ use of student mental health (SMH) programs. They also describe the role of schools in addressing SMH concerns and outline a conceptual model for guiding evaluation of SMH programs. Finally, they touch on issues related to students’ access to resources and services and review some of the challenges associated with evaluating SMH programs.

    eISBN: 978-0-8330-8357-9
    Subjects: Health Sciences, Psychology

Table of Contents

  1. Front Matter
    (pp. i-ix)
  2. Interventions to Improve Student Mental Health A Literature Review to Guide Evaluation of California’s Mental Health Prevention and Early Intervention Initiative
    (pp. 1-36)
    Bradley D. Stein, Lisa M. Sontag-Padilla, Karen Chan Osilla, Michelle W. Woodbridge, Courtney Ann Kase, Lisa H. Jaycox, Elizabeth D’Amico, Jennifer L. Cerully, Nicole K. Eberhart and Shari Golan

    An estimated 25 percent of children experience a mental health (MH) disorder annually (Merikangas et al., 2010a; Merikangas et al., 2010b; Kessler et al., 2005). Forty percent of adolescents meet lifetime criteria for multiple disorders, with age of onset in childhood or early adolescence. These conditions have wide-ranging effects. Mental health disorders can affect students’ functioning in school, at home, with their friends, and in their communities (Kovacs and Goldston, 1991; Renouf, Kovacs and Mukerji, 1997; Asarnow et al., 2005; Jaycox et al., 2009), which in turn may interfere with students’ successfully attaining key developmental milestones (Kovacs and Goldston, 1991)....