‘I think we’ve told you everything we can’: exploring a restorative philosophy in action through the voices of young people with social, emotional and mental health needs

Policy Recommendations to Promote Integrated Mental Health Care for Children and Youth.

Nurses suffering in silence: Addressing the stigma of mental health in nursing and healthcare.

Exploring the impact of the COVID-19 pandemic on social isolation and mental health in people with MS

ABSTRACTThe purpose of this action research project was to gain an understanding of, and to mobilise the voices of diverse young people enrolled in a Portuguese secondary school. A case study methodology, in conjunction with action research methodology, was used for this study. The action research data indicated that projects conceived throughout the study were successful in mobilising the voices of 14 young secondary school students in decision-making processes. The young people engaged democratically, made informed decisions about themselves and their peers, managed conflicts, and reinforced the importance of interpersonal relationships. These changes took place at the individual, as well as group levels.

We examined the explanatory roles of social determinants of health (SDOH) for First Nations people using a four-domain model of health and wellness based on the Medicine Wheel (i.e., physical, mental, emotional, and spiritual health), including colonial-linked stressors (i.e., historical trauma, childhood adversities, racial discrimination) and cultural resilience factors (i.e., cultural strengths, traditional healing practices, social support). Data were collected in partnership with a First Nation in Ontario, Canada in 2013 through a community survey (n = 194). For each outcome (physical, mental, emotional, and spiritual health), a modified Poisson regression model estimated prevalence ratios for the SDOH, adjusting for age, sex, education, and marital status. Negative associations were found for historical trauma with physical, mental, emotional, and spiritual health; for childhood adversities with mental health; and for racial discrimination with physical, mental, and emotional health. Positive associations were found for cultural strengths with physical, mental, and emotional health and for social support with physical, mental, emotional, and spiritual health. We observed negative associations between use of traditional healing practices and mental and emotional health. Our findings suggest that these SDOH may play important roles in relation to wellness through associations with the domains of health modelled by the Medicine Wheel.

This publication seeks to assist organizations in understanding the risks of RFID technology and security measures to mitigate those risks. It provides practical, real-world advice on how to initiate, design, implement and operate RFID systems in a manner that mitigates security and privacy risks. The document also provides background information on RFID applications, standards, and system components to assist in the understanding of RFID security risks and controls. This document presents information that is independent of particular hardware platforms, operating systems, and applications. The emphasis is on RFID systems that are based on industry and international standards, although the existence of proprietary approaches is noted when they offer relevant security features not found in current standards.

‘Too often missing’ report findings: let's start with what our patients are telling us

The work of the European Agency for Special Needs and Inclusive Education is mainly targeted towards policy-makers – decision-makers responsible for the development and implementation of policy for inclusive education. However, in order to inform this work in the best ways, the contributions of other stakeholder groups are crucial. One such stakeholder group is the end users of inclusive education – young people with and without special educational needs or disabilities educated in schools and universities across Europe. This chapter focuses upon the voices of such young people and presents their views on inclusive education in relation to a number of key factors. The chapters draw on the contributions of over 300 young people involved in four parliament ‘hearings’ organised by the European Agency in 2003, 2007, 2011 and 2015. The chapter starts from the principle that the voices of young people in education must be listened to when other stakeholders are considering policies for special needs and inclusive education. Their views, experiences and opinions need to be respected and fully taken into account in the work of practitioners, researchers and policy-makers.

This paper examines the peer-related social experiences and friendships of young people (aged 11–17) diagnosed with Special Educational Needs in four different school settings: two mainstream schools with special units and two special schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combination of the following diagnoses of Special Educational Need: ‘Moderate Learning Difficulties’, on the ‘Autistic Spectrum’, and ‘Social, Emotional and Mental Health Difficulties’. We use the term ‘differences’ rather than ‘difficulties’ to express the interconnected socio-spatial construction of, and corporeality of, the experiences of these differences. There has been limited scholarship about the social experiences of young people with these diagnoses. In our study, young people’s experiences of friendships, exclusion, inclusion and bullying were socio-spatially shifting. Young people had varying experiences in the different school settings. In all settings, most had friends within the school, although those in special schools and units tended to have more friends within the school. However, bullying and ‘othering’ were also experienced in all three settings based on a variety of perceived ‘differences’. All young people needed opportunities for ‘encounter’ to forge friendships. Encounters are risky and can reproduce and reinforce difference as well as generating social connections and friendships. In many spaces, young people’s opportunities for encounter were constrained by the socio-spatial organisation of schools.

There are a number of factors contributing to the poor mental health of children and young people (CYP) specific to life in Northern Ireland (NI). Prevention and early intervention are of critical importance to the mental health and well-being of CYP. Policy decisions and service provision in the health and education sectors must be informed by research so that we can understand the factors affecting the mental health of young people and develop effective policy responses. This study examines the perceptions of young people in NI regarding mental health research priorities. CYP who live in NI and are aged between 11 and 25 were invited to contribute to this priority setting exercise. A short anonymous online survey asked: 'What do you think is the most important question that researchers should be trying to answer about the mental health and wellbeing of young people in NI? You may submit more than one question.' Two-hundred and seventy-nine questions were submitted from 147 respondents. The priorities were then further discussed and expanded through focus groups with young people. The study identified 12 research priorities. Using thematic analysis, these were grouped into four themes: (i) Ensuring that the voices of young people in NI are heard, (ii) Understanding and addressing the root causes, extent and impact of mental health challenges in young people, (iii) Creating accessible and effective youth mental health services in NI and (iv) Fostering a whole-school approach to mental health and resilience. The research priorities of young people are discussed in relation to current governmental strategic policies and statistics. Suggestions are put forward regarding how these research priorities may be addressed.

Examining the mental health impacts of climate change on young people in Canada: a national cross-sectional survey

An international group of clinicians and researchers formed a consortium to advance mental and social health among people seeking musculoskeletal specialty care: The International Consortium for Mental and Social Health in Musculoskeletal Care (I-MESH). As a first step to organize the work of the consortium, we sought to identify important, appropriate, and feasible interventions to address mental and social health. Members of I-MESH responded to a list of 10 queries intended to elicit mental and social health priorities. Open text answers were analyzed by 2 researchers to elicit individual themes. A modified RAND/UCLA Delphi Appropriateness process was conducted of 32 candidate social and mental health priorities using a 15-person panel of I-MESH members, using 2 rounds of independent voting with intervening discussion via surveys and video teleconferences. Panelists rated each potential priority for importance, feasibility, and appropriateness on a 9-point Likert scale. Top level priorities scored both mean and median greater than 7 in all 3 categories. Second level priorities scored a median 7 or greater on the final scoring in all 3 categories. Candidate priorities were organized into 9 themes: viable business model, coordination of specialty and non-specialty care, actionable measurement, public health/cultural interventions, research, adequate and timely access, incorporating assessment in care, strategies to develop the patient-clinician relationship, communication strategies that can directly enhance health, and support for mental and social health. Twelve top level (met mean and median criteria) and 17s level priorities (met median criterion) were identified. Implementing evidence-based strategies to efficiently diagnose, prioritize, and begin addressing mental and social health opportunities has the potential for notable impact on both musculoskeletal and overall health. It is our hope that the results of this Delphi panel will generate enthusiasm and collaboration for implementing the mounting evidence that social and mental health are integral to musculoskeletal health.

ABSTRACTAlthough there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.

This doctoral study explored headteachers' lived experiences of leading trauma‐informed education in their special schools for pupils with adverse childhood experiences (ACEs) and social, emotional and mental health (SEMH) needs throughout and since the coronavirus (Covid‐19) pandemic. Five headteachers of SEMH special day schools in England participated in semi‐structured interviews in late 2023. Transcripts were examined using interpretative phenomenological analysis. The interviews focused on participants' perspectives on their leadership during and since the pandemic, including in light of Government policy and guidance, and their perceived impacts on their schools, pupils and themselves. Key lessons include recommending that policymakers seek to understand the sector better by consulting those with lived experience of leading, working at, and attending SEMH special schools. In doing so, this understanding should inform smarter policy that better supports pupils with ACEs and SEMH needs in future emergencies. The research also identifies the need to provide more effective support to headteachers during times of crisis.

Background Since the COVID-19 pandemic, the ‘silent pandemics’ associated with mental health became more visible; likewise, the confinement made us reflect on the importance of family environments for health promotion. On the other hand, child and adolescent suicide increases alarmingly; a context that highlights the need to consolidate health promotion actions from the emotional and social dimensions based on educational strategies with the community, be women, key to strengthen the community health system. Objectives To train 46 women as social and emotional health promoters in children and adolescents through the gamification methodology; 9 training sessions were held, developing the modules: a) Definition of social health and emotional health and play and gamification tools, b) Social health, c) Emotional health and d) Proposal for health promotion. Results Community mothers and women caregivers succeeded: a) Identification and application of the gamification methodology for the formulation of health promotion actions based on the projects implemented, such as: ‘I take care of myself to care for another', ‘Run with My Emotions', ‘Take Care of Myself and Be Happy', ‘Educational Mental Health', ‘Happy Explorers', ‘Active Squad'; b) Recognition of social and emotional health as well as personal and context risk factors; and c) Benefit your 46 families, an average of 5 persons per household, serving 230 persons in the community and 475 children and adolescents belonging to 36 community homes involved in the process. Conclusions Installed capacity was generated by certifying 46 women in the course: Gamification, play and playful, fundamental axes in the promotion of social and emotional health in children and adolescents; evidencing the strengthening of social and family ties based on the personal growth of trained women and the recognition of the role of participating women as multipliers and health promoters in their communities. Key messages • Gamification as a methodology for health education evidence significant learning in women and in their transfer of knowledge to children and adolescents. • Training women as health promoters makes it possible to strengthen the community health system, recognizing the educational role they have in their families and communities to be multipliers.