Relevant bibliographies by topics / Mental health Study and teaching

Academic literature on the topic 'Mental health Study and teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mental health Study and teaching"

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Weisman, Daniel. "Teaching BSW Research with an Experimental Design Study." Journal of Baccalaureate Social Work 3, no. 2 (April 1, 1998): 83–88. http://dx.doi.org/10.18084/1084-7219.3.2.83.

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This paper presents a mental health module for adoption in the latter weeks of the basic BSW research course, to introduce students to experimental designs. Utilizing a research report of a study comparing two community mental health treatment approaches, in which an experimental design was employed without denying or compromising services to any clients, the module reviews basic mental health/mental illness concepts and the debate about the DSM. This article explains how the module fits into the research and BSW curricula; reviews and critiques the article; describes in detail the content of the teaching module, with suggested class exercises and assignments; and identifies supplemental readings.
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Nugraha, Deden Novan Setiawan. "Teaching Techniques in Teaching English Language: A Study of SMAN 24 Bandung, West Java." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 13, 2020): 2865–70. http://dx.doi.org/10.37200/ijpr/v24i2/pr200585.

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Zhi, Li. "A Case Study on the Content Infiltration of Positive Mental Health Education in Chinese Teaching." SHS Web of Conferences 60 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20196001015.

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Conducting the content infiltration of positive mental health education in Chinese teaching is not only the requirement of positive mental health education, but also the requirement of Chinese subject teaching itself. On the basis of summarizing the practical teaching experience, this paper summarizes four methods to conduct the content infiltration of positive mental health education in Chinese teaching, that is: constructing mainstream stories to promote positive identification; bringing students into situation to inspire introspection; reshaping students’ positive mind to promote application; arranging writing exercise to promote students’ comprehension.
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Eyre, Anne. "Public mental health case study: learning (and teaching) from personal experience." Journal of Public Mental Health 8, no. 3 (November 20, 2009): 28–32. http://dx.doi.org/10.1108/17465729200900018.

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McAllister, Margaret. "Lisa’s lessons: A case study of mental health teaching and learning." Australian and New Zealand Journal of Mental Health Nursing 9, no. 1 (March 2000): 29–41. http://dx.doi.org/10.1046/j.1440-0979.2000.00158.x.

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Facundes, Vera Lúcia Dutra, and Ana Bernarda Ludermir. "Common mental disorders among health care students." Revista Brasileira de Psiquiatria 27, no. 3 (September 2005): 194–200. http://dx.doi.org/10.1590/s1516-44462005000300007.

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OBJECTIVES: This study aimed to determine the prevalence of common mental disorders (CMDs) among the population of graduate students in Physical Education, Nursing, Dentistry and Medicine at the University of Pernambuco, as well as to analyze the relationship between CMDs and some characteristics of the teaching-learning process. METHODS: A cross-sectional study was carried out in the second semester of 2001 involving all students in the second and sixth semesters of each course. A total of 443 students responded to two self-reporting questionnaires: the Self Reporting Questionnaire-SRQ-20 and another questionnaire regarding characteristics of the teaching-learning process. RESULTS: The overall prevalence of CMDs was 34.1% and was significantly higher among students who felt overloaded (OR = 2.67; 95% CI = 1.6-4.5) or reported special situations during childhood and adolescence (OR = 2.55; 95% CI = 1.5-4.4). CONCLUSION: These findings can serve as the basis for development of programs of disease prevention and student mental health care, as well as collaborating with reflections on the teaching-learning processes in university courses.
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Naylor, Paul B., Helen A. Cowie, Stephen J. Walters, Lorenzo Talamelli, and Judith Dawkins. "Impact of a mental health teaching programme on adolescents." British Journal of Psychiatry 194, no. 4 (April 2009): 365–70. http://dx.doi.org/10.1192/bjp.bp.108.053058.

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BackgroundChild and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.AimsTo assess the impact of a mental health teaching programme on adolescent pupils' understanding.MethodTwo-group pre-test–post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T1) and Time 2 (T2), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.ResultsAt T2, pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.ConclusionsTeaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.
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Peng, Yujue, Huimin Wu, and Cheng Guo. "The Relationship between Teacher Autonomy and Mental Health in Primary and Secondary School Teachers: The Chain-Mediating Role of Teaching Efficacy and Job Satisfaction." International Journal of Environmental Research and Public Health 19, no. 22 (November 15, 2022): 15021. http://dx.doi.org/10.3390/ijerph192215021.

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Teachers in primary and secondary schools are frequently under pressure. Therefore, it is critical to understand the factors that affect their mental health. Autonomy was associated with mental health in the past. However, the mediating mechanism behind this relationship has received little attention. In this study, a chain mediation model was built to determine whether teaching efficacy and work satisfaction mediated the relationship between teacher autonomy and mental health. Our study enlisted the participation of 810 Chinese primary and secondary school teachers aged from 21 to 57 years old. They completed self-reporting measures of teacher autonomy, mental health, teaching efficacy, and job satisfaction. The results show that (1) teacher autonomy, teaching efficacy, job satisfaction, and mental health have strong positive relationships, (2) teaching efficacy and job satisfaction significantly mediate the relationship between autonomy and mental health, and (3) both teaching efficacy and job satisfaction play a chain-mediating role. The chain-mediating effect of teaching efficacy and job satisfaction plays an important role in promoting teachers’ mental health. Teachers with a high level of autonomy tend to have high teaching efficacy, high job satisfaction, and improved mental health.
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Payne, Helen. "Teaching Staff and Student Perceptions of Staff Support for Student Mental Health: A University Case Study." Education Sciences 12, no. 4 (March 25, 2022): 237. http://dx.doi.org/10.3390/educsci12040237.

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Background: There are significant concerns for student mental health in higher education. New factors affect student mental health, and campus counselling services are overwhelmed. Struggling students turn to ideally placed familiar teaching staff for support. This qualitative study, conducted in an East of England university, aimed to explore student and staff perceptions of support offered by teaching staff to students grappling with their mental health. It is unique, combining both staff and student perceptions, many of which overlapped. Methods: A thematic analysis was conducted of in-depth, semi-structured interviews with a small number of self-selecting staff/students. Findings (results): Staff felt inadequate in several aspects, and students agreed to give useful suggestions for their preferred support. Conclusions: It was cautiously established that staff training in mental health literacy (knowledge, skills, attributes, and understanding) was required. Specific training was recommended in pastoral care for personal tutors and for staff pedagogy on health professional programmes. Finally, teaching staff needed support when supporting students with poor mental health. Such training and support can be integrated into a preventative, university-wide, holistic policy for student mental health commensurate with the University Mental Health Charter. Embedding such supportive practice into the curriculum is preferable to add-on services and/or interventions.
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Gorton, H. C., H. Macfarlane, R. Edwards, S. Farid, E. Garner, M. Mahroof, S. Rasul, et al. "Mental health curricula and Mental Health First Aid in the MPharm." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i37—i38. http://dx.doi.org/10.1093/ijpp/riab015.045.

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Abstract Introduction Improving mental health care is an international priority, and one that is championed by the Royal Pharmaceutical Society. (1) In the course of their work, pharmacists frequently encounter people with mental health problems. The extent to which mental health is taught on the undergraduate pharmacy degree in the UK and Ireland, and the inclusion of Mental Health First Aid (MHFA) training, has not be described recently. Aim We aimed to determine how mental health teaching is embedded into the MPharm and students’ perception of their own preparedness to help people with their mental health. We explored if and how MHFA training is included, and students’ experience of, or desire to complete this. Methods We conducted an anonymous, online questionnaire of UK and Ireland MPharm students, distributed via networks and social media. Students were asked a series of closed questions about mental health teaching in the MPharm, and exposure to MHFA. We analysed answers using descriptive statistics. We included some open-ended questions to enable students to expand on their answers. We used this qualitative data to contextualize findings. We invited one member of staff from each university to answer a modified staff version of the questionnaire, in order to provide a curriculum overview and staff perspective on MHFA provision. Results 232 students and 13 staff responded, from 22 universities in total. Eighty percent of student participants were female and 70% were in the third or final year of study. Three-quarters of students felt that mental health was not embedded throughout the MPharm. Eighty-percent of students stated that they were taught about neuropharmacology and 44.8% stated that their course included communicating with people about their mental health. One third of students felt that their degree adequately prepared them to help people with their mental health. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported more preparedness than those who did not, but student numbers were small. Conclusion Mental health teaching remains focused on theoretical aspects, such as pharmacology, with less emphasis on practical skills, such as communication skills that might support interactions about mental health. MHFA was viewed by students as one way to enhance this. Of the small number of students who had completed MHFA, they displayed an increased self-reported preparedness. This could, however, be linked to the environmental culture of the programme rather than the training per se. MPharm programmes need sufficient focus on skills including communication and crisis response that may be required by pharmacists, alongside the fundamental scientific knowledge relating to mental health. References 1. Royal Pharmaceutical Society. No health without mental health: How can pharmacy support people with mental health problems? London: RPS; 2018.
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Dissertations / Theses on the topic "Mental health Study and teaching"

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Nineham, C. "Involving service users and carers in mental health education : mental health students' perspectives of the impact of direct involvement on their learning and practice." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11017/.

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Service user involvement (SUI) in healthcare and education is an established element of government policy. Emerging research demonstrates that SUI in education can positively impact on mental health students' learning. However, limited empirical attention has been paid to the impact on practice in this area. Moreover, no research has investigated whether impact on practice is sustained. Section B describes a qualitative study exploring qualified clinical psychologists' (CPs) experiences of a placement-based service user and carer involvement (SUCI) scheme during their training. The study focused on understanding their perception of the scheme's impact on their learning and practice and whether the impact on practice was sustained. Seven CPs were interviewed, predominantly 32-33 months post-scheme. Interpretative Phenomenological Analysis was used to analyse the data. Four super-ordinate themes were identified: “Contextual and relational factors underpinning learning”; “Learning: Personal and professional development”; “The enduring impact on practice”; and “Personal reflections and meaning-making”. The findings are discussed in relation to existing literature and relevant theory, including adult learning theories and social positioning theory. The findings suggest that SUCI in placement-based learning during training can support CPs' personal and professional development and a partnership approach to practice. Two participants' experiences highlight factors raising questions regarding for whom and when SUCI may be beneficial to learning. Methodological limitations, implications for SUCI in clinical psychology training and directions for future research are presented.
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DiCenso, Rosanna Helene 1965. "Ethics of disclosure the child's way: Assent granting to the use of art in mental health interventions." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278487.

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This grounded theory study describes practitioner decision-making processes regarding best interest determinations for granting children the power of assent to art interventions and the procedures used to initiate participation. Assent refers to the agreement of a minor to participate in activities, while recognizing the developmental limitations of children to render a fully reasoned decision. Twelve practitioners who use art in their clinical work with children participated in direct interviews. The narrative data collected was conceptualized, categorized, and coded using a Paradigm Model. Results link the present study to Awareness Context Theory, suggesting that best interest determinations are guided by concerns not to disrupt the existing level of child's awareness to intervention and to the practitioner's role.
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Carreon-Bailey, Rebecca Socorro. "Influences of maternal parenting behaviors: Maternal mental health, attachment history and eduction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2989.

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Studies have found that the type of parenting a child receives affects his or her subsequent development. This study investigates the relative influence of maternal parenting behavior and the impact of multiple variables influencing the quality of mothers' parenting behaviors. This knowledge will help to understand how early attachment experiences impact future parenting behavior.
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Wagner, Terra M. "Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.
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Hurt, Kara Marie. "Graduate Counseling Students’ Preferences for Counselor Educators’ Teaching Dispositions, Orientations, and Behaviors: a Q Methodology Inquiry." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804886/.

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Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
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Malwah, Monique N. "An exploration into the social identity of members of service user groups that train mental health professionals." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12511/.

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The aim of this grounded theory study was to explore the social identity of members of service user groups that train mental health professionals (SUG-TR). Additionally, the study aimed to construct an explanatory model of how participating in such groups contributes towards the achievement and maintenance of positive social identity. Semi-structured interviews were conducted with eight members of SUG-TR. Grounded theory was used to build a preliminary model, which contained 5 main categories: ‘Impact of mental illness/ impact of receiving a psychiatric diagnosis’; ‘The experience of stigma’; ‘Participating in SUG-TR’; ‘Contributing to positive identity’; and ‘Challenges to participating’. The constructed theory suggests that participation in such groups can contribute towards the achievement and maintenance of a positive social identity and that participants adopted specific strategies to achieve positive distinctiveness (i.e. an individual striving for positive self-concept) in the SUG-TR meetings and training environments. The constructed theory extends current research and suggests that SUG-TRs provide unique opportunities for the development of socially valued roles. The limitations and clinical implications of the research are explored and suggestions for further research are presented.
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Lapa, Patrícia Menezes Vilas Boas. "Educação e saúde mental: um olhar sobre o currículo na formação em Fonoaudiologia." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/24023.

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A Reforma Psiquiátrica configura-se como movimento social nascido em meados dos anos setenta que coloca em debate os aspectos terapêuticos destinados aos indivíduos em situação de sofrimento psíquico e aponta para a construção de novos saberes e práticas sociais em diversas dimensões da realidade. Tendo em vista a dimensão teórica e técnica de enfrentamentos para a desconstrução do ideário da loucura, este trabalho busca entender, através da análise do currículo de Fonoaudiologia de uma universidade federal localizada no estado da Bahia, quais as possibilidades e potencialidades dentro dos componentes curriculares dessa disciplina favorecem a sensibilização e formação teórica técnica do graduando em Fonoaudiologia para as especificidades da atuação no campo da saúde mental coletiva. Para isso foi analisado o projeto pedagógico do curso de Fonoaudiologia, juntamente com as Diretrizes Curriculares Nacionais para esse curso. Os resultados apontam para a necessidade de se levar em conta os princípios e diretrizes do cuidado ampliado e psicossocial na formação do estudante de Fonoaudiologia. Além disso, é importante considerar a potencialidade dentro dos componentes curriculares de caráter prático desta graduação para a formação do Fonoaudiólogo, tendo em vista o desenvolvimento de competências e habilidades para atuação no campo da saúde mental e saúde coletiva.
ABSTRACT The psychiatric reform appears as a social movement born in the mid-seventies that puts under discussion the therapeutic aspects for individuals in psychological distress situation and points to the construction of new knowledge and social practices in different dimensions of reality. Given the theoretical dimension and fighting technique to the deconstruction of the crazy ideas, this work seeks to understand, through the Speech Therapy curriculum analysis of a federal university located in the state of Bahia, the possibilities and potentials within the curricular components that discipline promote awareness and technical theoretical training majoring in Speech to the specifics of the operation in the field of public mental health. For this, the pedagogical project of the course of speech therapy was analyzed, along with the National Curriculum Guidelines for this course. The results point to the need to take into account the principles and guidelines of the expanded and psychosocial care in the formation of speech therapy student. Moreover, it is important to consider the potential within the practical character of curriculum components of this graduation to the formation of speech therapist in order to develop skills and abilities to work in the field of mental health and public health.
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Cato, Mary Louise. "Nursing Student Anxiety in Simulation Settings: A Mixed Methods Study." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1035.

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The use of simulation as a clinical learning activity is growing in nursing programs across the country. Using simulation, educators can provide students with a realistic patient situation using mannequins or actors as patients in a simulated environment. Students can practice multiple aspects of patient care without the risk of making mistakes with real patients, and faculty can reinforce course objectives and evaluate student learning. Because of the technology, the environment, and the methods by which simulation is implemented, it may cause anxiety in learners, which may interfere with the learning process. Anxious students may miss an opportunity for learning valuable aspects of nursing care that are reinforced in simulation. This paper will describe a study of the student perspective on simulation, particularly related to the anxiety experienced by many learners. Nursing students in a baccalaureate program who participate in simulation in their clinical courses were recruited for the study, which consisted of a survey and a focus group. Participants were asked to rate nineteen aspects of simulation in regards to the feelings they elicit, from confidence to anxiety. The survey, completed by 73 of the 178 eligible participants, also included open-ended questions in which students could elaborate on their responses. A focus group was held after the survey, during which nine volunteer participants were asked further questions about their feelings and reactions in simulation, specifically as related to their effect on learning. During a facilitated discussion, they also offered suggestions for interventions that they believed would decrease their anxiety and improve the learning environment in simulation. After an analysis of the data, a "comfort-stretch-panic" model (Palethorpe & Wilson, 2011) emerged as a useful framework for understanding the student perspective. Students in the "stretch" zone, in which they perceived a manageable amount of stress, were motivated to perform and experienced optimal learning from the simulation session. The student suggestions for interventions which would aid their learning may be useful for transitioning them into the "stretch" zone, and should be considered as potential tools in simulation practice.
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Miller, Barbara Elaine. "Women under the influence: Stressors which increase alcohol consumption." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/887.

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Flynn, JoAnne Irene. "Religious social support groups: Strengthening leadership with communication competence." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3345.

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This project involved the development of a training manual for religious small group leaders to become competent communicators of support, and to understand the nature and role of crisis groups for the purpose of supporting members in crisis.
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Books on the topic "Mental health Study and teaching"

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Theo, Stickley, and Basset Thurstine, eds. Teaching mental health. Chichester, West Sussex, England: John Wiley & Sons, 2007.

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Milne, Derek. Psychology and mental health nursing. London: BPS Books in association with Macmillan Press, 1993.

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Mental health, psychiatry and the arts: A teaching handbook. Oxford, [UK]: Radcliffe Pub., 2010.

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Psychotherapy: An introduction for psychiatry residents and other mental health trainees. Baltimore, MD: The Johns Hopkins University Press, 2004.

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West, John D., Jason M. McGlothlin, Don Bubenzer, and Jane A. Cox. Teaching in counselor education: Engaging students in learning. Alexandria, Virginia: Association for Counselor Education and Supervision, 2013.

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Training and teaching the mental health professional: An in-depth approach. Northvale, N.J: J. Aronson, 1996.

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Clinical supervision in mental health nursing. Hoboken, NJ: Wiley, 2006.

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Sloan, Graham. Clinical Supervision in Mental Health Nursing. New York: John Wiley & Sons, Ltd., 2006.

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Mariátegui, Javier. Salud mental y realidad nacional: El primer quinquenio del Instituto Nacional de Salud Mental. Lima: Asociación Psiquiátrica Peruana, 1988.

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Anderson, Jill. Mental health in higher education: Report of activity. [York]: The Higher Education Academy, 2004.

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Book chapters on the topic "Mental health Study and teaching"

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Mygind, Erik, and Mads Bølling. "Pupils’ Well-Being, Mental and Social Health." In High-Quality Outdoor Learning, 153–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_8.

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AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.
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Hung, Sik Hin, and Jennifer Yim Shui Wa. "Dharma Therapy: A Buddhist Counselling Approach to Acknowledging and Enhancing Perspectives, Attitudes and Values." In International Perspectives in Values-Based Mental Health Practice, 305–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_35.

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AbstractIn the modern world, psychological problems like anxiety and depression are common phenomena in society. Dharma therapy is a Buddhist teaching-based therapeutic intervention which utilizes the Buddhist model of ending suffering to help clients to deal with psychological issues. In many cases, it has been shown to be effective. The present case study illustrates how the client, Mr. Peter Chan, who was suffering from anxiety, benefited from going through the intervention of Dharma Therapy. The article will describe what is Dharma Therapy, Mr. Chan’s psychological issues and how the seven steps of Dharma Therapy helped Mr. Chan to deal with his sufferings. Psychological tests administered before and after the therapeutic intervention showed improvement in all aspects of anxiety.
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Thuraiselvam, Shantini, and Rui Bao Thang. "Factors That Affect Students’ Mental Health: A Study at Taylor’s University School of Hospitality, Tourism and Culinary Arts Final Year Students." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 109–25. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_10.

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Allan, David. "Mental health." In Developing Resilience in FE Teaching, 25–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824211-4.

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Jackson, William. "Mental Health." In Developing Advanced Skills in Practice Teaching, 184–86. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-12399-2_18.

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Ingleby, David. "Mental Health." In Key Topics of Study, 121–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003261599-20.

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Shaw, Steven R. "Mental Health." In Reaching and Teaching Students Who Don't Qualify for Special Education, 224–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-15.

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Whitters, Hazel G. "Infant mental health." In A Study into Infant Mental Health, 1–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003358107-1.

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Reynolds, W. "Teaching psychiatric and mental health nursing: a teaching perspective." In Psychiatric and Mental Health Nursing, 373–95. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3011-8_19.

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Ataalla, Mohamed Hamdy. "Mental and Behavioral Health." In Pediatric Board Study Guide, 167–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21267-4_6.

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Conference papers on the topic "Mental health Study and teaching"

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Cai, Hongyan. "A Study on Application of Formative Evaluation in College English Listening Teaching." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.012.

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Li, Yan, Xiaolong Pei, and Xiaoqin Liu. "Study on the Teaching Model of “Group Training Method”." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.139.

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Lili, Tong. "A Study on the Pluralistic Teaching System of College English Extracurricular Activities." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.036.

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Chen, Tianlin, Zhen Li, Lan Luo, and Xiaofei Xiao. "A Comparative Study on Experiential Teaching and Lecturing Teaching in the Course of College Students' Mental Health Education." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.204.

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Fu, Ningyuan, Guobin Li, Yifan Sun, and Ziyi Zhao. "A Study on Motivational Strategies of Adult Second Language Acquisition from the Perspective of TESOL Teaching." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.045.

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Zhao, Xia, Xin Li, and Jun-yi Yin. "An Empirical Study on the Mobile Informatization Teaching Model Applied to College Students Mental Health Education Course." In 2018 1st International Cognitive Cities Conference (IC3). IEEE, 2018. http://dx.doi.org/10.1109/ic3.2018.00038.

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Zhang, Yuwang. "Study on the Influence of Physical and Mental Health of Colleges Students under the Asynchronous Teaching Mode." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.506.

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Xiao, Na. "The Language Ideology in Chinese English Lesson Planning and Implications for Future EFL Intercultural Teaching Approaches: A Mixed Method Study in Shanghai." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.259.

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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Svence, Guna, and Ilze Briška. "Teachers’ Social-Emotional Health and Resilience in Covid-19 Crisis: Latvian Sample." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.29.

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Research on social-emotional health and resilience of Latvian teachers was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance teaching”. The aim of this study is to assess teachers’ social-emotional health and resilience to reveal those areas which require significant support and development in the Covid-19 pandemic situation. In the article, the concepts used in the project – social-emotional health, resilience, covitality will be theoretically analysed to substantiate the structure of the empirical study. Teachers’ mental health was tested using Social-emotional Health Survey– Teachers SEHS-T (Furlong et al., 2017; Furlong et al., 2014; Furlong & Gajdošová, 2018, as mentioned in Lapiņa, 2021) and Resilience Scale RS 25 (Wagnild & Young, 1993; Wagnild, 2009; Wagnild, 2016) with supplementary questions. 636 teachers of general and vocational schools took part in the research. The results identified that positive teachers’ strengths are self-regulation, empathy, and cognitive reappraisal. However, the teachers demonstrated limits in resilience as such, and in some scores of SEHS-T, as in covitality domain Belief in Others, especially in institutional and colleagues’ support, and in Engaged Living – gratitude and zest. The identified weaknesses and limits will be used as a foundation for preparing further intervention activities – a digital psychological support programme for strengthening the teachers’ resilience and mental health in general.
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Reports on the topic "Mental health Study and teaching"

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Mason, Lisa. Data from Mental Health, Weather Extremes, and Race study. University of Tennessee, Knoxville Libraries, August 2016. http://dx.doi.org/10.7290/z41iozl.

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Carlton, Dianne. An Evaluative Study of Client Satisfaction at a Mental Health Clinic. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1886.

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Mason, Lisa. SPSS Data File - Data from Mental Health, Weather Extremes, and Race study. University of Tennessee, Knoxville Libraries, August 2016. http://dx.doi.org/10.7290/uxbqktg.

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Abila, Sanley, Lijun Tang, Momoko Kitada, Serafin Malecosio, and Rhea Subong. Mental health interventions for international seafarers during the COVID-19 Pandemic : a pilot study. World Maritime University, 2022. http://dx.doi.org/10.21677/uf2201.

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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.
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Beattie, Graham, Jean-William Laliberté, Catherine Michaud-Leclerc, and Philip Oreopoulos. What Sets College Thrivers and Divers Apart? A Contrast in Study Habits, Attitudes, and Mental Health. Cambridge, MA: National Bureau of Economic Research, July 2017. http://dx.doi.org/10.3386/w23588.

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Bossardt, Richard. An exploratory study of children's mental health needs in the PACT target area of southeast Portland. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1453.

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Ellins, Jo, Lucy Hockings, Mustafa Al-Haboubi, Jenny Newbould, Sarah-Jane Fenton, Kelly Daniel, Stephanie Stockwell, et al. Early evaluation of the Children and Young People’s Mental Health Trailblazer programme: a rapid mixed-methods study. NIHR, December 2022. http://dx.doi.org/10.3310/hsdr-tr-130818.

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Rodgers, Linda. A descriptive study of the relationship between age and problems expressed by women seeking out-patient mental health services. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2820.

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Hoss, Joan. An analysis of the mental health services available to the elderly within Oregon, using Multnomah County as a special case study area. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1729.

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