Resources

Resources

General Information

Research and Data

Planning Tools


General Information

Mental Health: Strengthening Mental Health Promotion

http://www.who.int/mediacentre/factsheets/fs220/en/index.html

(WHO, 2001) The World Health Organization offers definitions of “mental health”, elements of strong mental health promotion policies and programs, and related WHO initiatives.

Research and Data

WHO Mental Health Atlas

http://www.who.int/mental_health/evidence/atlas/

(WHO, 2005) “To mark World Mental Health Day, 10 October, the World Health Organization publishes the newly updated World Health Organization Mental Health Atlas 2005. It shows that global resources for people suffering from mental and neurological disorders are grossly insufficient to address the growing burden of mental health needs, and are unequally distributed around the world.”

Mental Health: Strengthening Mental Health Promotion

http://www.who.int/mediacentre/factsheets/fs220/en/index.html

(WFMH, 2004) Results of survey done on families of children with ADHD across Australia, Canada, Germany, Italy, Mexico, The Netherlands, Spain, UK and USA. Data shows high level of parent concern about impact of ADHD on child’s social and academic development. Also indicates average time to acquire diagnosis was 2 years. Summary of key findings available for each country; Report and PPT available in English, Spanish, German Russian.

Without Boundaries

http://wfmh.org/publications/without_boundaries.htm

(WFMH, 2004) This article appears as the first chapter in the book "Building academic success on social and emotional learning". Authors discuss the various domains which define SEL (social and emotional learning), including: self-awareness, social awareness, responsible decision making, self-management and relationship management. Zins et al offer key recommendations for addressing SEL in a school setting through: SEL-targeted curricula, integrating SEL skill building in school, promoting a supportive environment, altering the instructional approach to integrate SEL, creating partnerships between parents, teachers and students, and involving students experientially in the learning process.

The Scientific Base Linking Social and Emotional Learning to Academic Success

http://www.casel.org/downloads/T3053c01.pdf

(CASEL, 2004) This article appears as the first chapter in the book "Building academic success on social and emotional learning". Authors discuss the various domains which define SEL (social and emotional learning), including: self-awareness, social awareness, responsible decision making, self-management and relationship management. Zins et al offer key recommendations for addressing SEL in a school setting through: SEL-targeted curricula, integrating SEL skill building in school, promoting a supportive environment, altering the instructional approach to integrate SEL, creating partnerships between parents, teachers and students, and involving students experientially in the learning process.

Planning Tools

Creating an Environment for Social and Emotional Wellbeing

http://www.who.int/school_youth_health/media/en/sch_childfriendly_03.pdf

(EDC, 2003) A Psychosocial Environment assessment tool for schools to determine how supportive schools are to girls and boys. Tool can be used by teachers, administrators or other staff to assess 7 “quality areas”:

  • Providing a friendly, rewarding and supportive atmosphere;
  • Supporting cooperation and active learning;
  • Forbidding physical punishment and violence;
  • Not tolerating bullying, harassment and discrimination;
  • Valuing the development of creative activities;
  • Connecting school and homelife through involving parents;
  • Promoting equal opportunities and participation in decision-making.

Includes tools for discussion of results with parents and other community members.

Council for Global Education Website

http://www.globaleducation.org

How well does the Intercamhs definition represent your work?

  Which type(s) of MH intervention do you address in your work?

  Join the webboard discussion: http://boards.edc.org:

8080/~intercamhs-public
This site describes a model which can be useful to frame efforts to prevent violence in a school or community. Building on principles of character education, this model goes further to suggest that educatio should also encompass "universal values, global understanding, excellence in all things, and service to humanity.". Maintains a list of organizations that promote peace in many countries around the world.

Health Schools website/ Siteweb Ecoles Saines

http://www.safehealthyschools.org and http://ecolessaines.org

This site describes comprehensive school health (CSH) — also called "health promoting schools" and "coordinated school health" in other parts of the world. Offers a library of information on the elements of a CSH program, guidelines to develop school policies, and tools to assess progress. Practitioners will find practical guides, lesson plans and webquests for use with youth. This site offers a subscription to an online newsletter summarizing key information and trends. Available in both French and English.

European Network of Health Promoting Schools

http://www.euro.who.int/ENHPS

Supported by WHO Europe, Council of Europe and the European Commission, this organization publishes on issues related to a "health promoting school"– implementing practices to achieve a health promoting school; "Alcohol use among young Europeans"; manuals on healthy eating; guides for evaluation.

National Center for Mental Health Promotion and Youth Violence Prevention

http://www.promoteprevent.org

This website provides resources and publication on various aspects of mental health prevention. Each Resource Page contains links to selected publications, websites, online events, and other resources that were selected for their value to grantees. Resources focus on either a specific activity (such as funding, evaluation, or social marketing) or on an issue (such as mental health, suicide, or gangs).