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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:
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.
