Interconnexions Project

International Survey of Principals Concerning Emotional and

Mental Health and Well-Being (EMHWB)

 

Dear School Principal/School Leader,

You are invited to complete a short survey designed to identify your needs in the area of school mental health and well-being. This survey is a first step of the Interconnexions project of the International Confederation of Principals (ICP) and the International Alliance for Child and Adolescent Mental Health and Schools (Intercamhs). Your response, as part of a global data collecting activity, will be used to develop strategies to assist you in the challenges you face in school mental health and well-being.

There are 3 ways you can complete the survey:

1. Complete and submit the survey online (our preferred method).

2. Download the survey as a Word document, save your file and send it as an email attachment to [email protected]

3. If you have limited access to a reliable internet connection or do not have Microsoft Word, download and print the survey as a Word document or PDF and fax to +1-617-527-4096 or mail to:

Intercamhs c/o Cheryl Vince Whitman

55 Chapel Street

Newton, MA 02458-1060

USA

Completing the survey should take no more than 15 minutes of your time. Results are anonymous and will be posted on the ICP website and used for planning purposes. Below we offer some definitions to assist you. For more details about definitions and a whole school approach to mental health, please visit the Intercamhs website. Deadline for survey submission is 30 June 2008.

Addressing emotional and mental health issues for students and their families is critical for learning and quality of life. Mental health and well-being is also a critical workplace issue for all staff. Based on the findings of this survey, ICP and Intercamhs will develop strategies such as education and training materials for school principals/leaders.We greatly appreciate your assistance. Thank you in advance for your reply.For questions, please contact Professor Louise Rowling, President, Intercamhs ([email protected]) or Cheryl Vince Whitman, Vice President, Intercamhs ([email protected]).

Sincerely,

Louise Rowling, President, Intercamhs

Cheryl Vince Whitman, Vice President, Intercamhs

_______________________________________________________________________________

Definitions of mental health, mental health promotion, mental health difficulties and prevention of disorders:

Mental health is the capacity of individuals and groups to interact with one another and the environment in ways that promote subjective well being, the optimal development and use of cognitive, affective and relational abilities, the achievement of individual and collective goals consistent with justice (Australian Health Ministers 1998 p.26).

Mental health promotion seeks to improve school psychosocial environments, skills-based health education for social, emotional learning and brings resources and programs to all students to promote health, successful teaching and learning and academic success (www.intercamhs.org).

Mental health difficulties involves a broad range of emotional and behavioural difficulties that cause concern or distress and frequently affect children’s learning at school as well as their behaviour at home, at school and with peers (KidsMatter 2007).

Cheryl Vince Whitman, Vice President of Intercamhs and Kate Griffin, President of the International Confederation of Principals sign a cooperative agreement.

Back row: Annette Johnson, Intercamhs Board Member; Louise Rowling, President, Intercamhs; Andrew Blair, Executive Member, International Confederation of Principals. Front row: Cheryl Vince Whitman, Vice President, Intercamhs; Kate Griffin, President, International Confederation of Principals.

Creating an Environment for Emotional and Social Well-Being: An important responsibility of a Health-Promoting and Child Friendly school

WHO Information Series on School Health. Geneva, Switzerland (2003)

A growing body of research illustrates the very powerful connection between the psycho-social environment of a school and students’ feelings of connectedness. Selected research studies around the world have found that a positive school environment and students’ connection to school does reduce risk behaviors and improve academic achievement.

The school is an important social environment and plays a crucial role in the social and psychological development of students.  Likewise, the social and psychological well-being of students affects their ability to learn, have healthy relationships with other students and teachers, and continue their education.  Thus, education and health officials need to give careful consideration to the school’s psychological and social environment as they strive to achieve education and health goals.

WHO describes an environment that fosters social and emotional development of students as one that promotes cooperation, communication, and creativity; provides a warm and friendly atmosphere; and discourages violence, bullying, harassment, and discrimination.  Teachers, administrators, staff, students, and parents play an important role in such an environment.

WHO developed “Creating an Environment for Emotional and Social Well-being” as part of its Information Series on School Health as a guide for assessing and addressing psycho-social aspects of the school’s environment.  It is intended to help school personnel, parents, and students recognize the aspects of their environment that are supportive of emotional and social well-being and those which need to be improved. The document addresses how to administer the Psycho- Social Environment (PSE) Profile questionnaire, score results, and initiate discussions about the use of the assessment results.

The PSE Profile questionnaire and its results provide school personnel and others with an opportunity to assess and openly discuss their school’s environment, leading to recognition of both positive qualities and qualities that can be improved. The questionnaire is used to assess seven “quality areas” of the school’s environment.  These areas are:

(1) providing a friendly, rewarding, and supportive atmosphere

(2) supporting cooperation and active learning

(3) forbidding physical punishment and violence

(4) not tolerating bullying, harassment, and discrimination

(5) valuing the development of creative activities

(6) connecting school and home life through involving parents

(7) promoting equal opportunities and participation in decision-making

These seven quality areas characterize a healthy psycho-social environment.  The quality areas emerged as a result of research in the topics of school effectiveness and the emotional well-being of children and adolescents.

To access this document (available in English and Chinese), we ask that you complete a brief questionnaire so that we may know how the document will be used and in what context. Take the Questionnaire

International Alliance for Child and Adolescent Mental Health and Schools

Advisory Board The 16 members on our Advisory Board represent 11 countries. Their names, countries and email addresses are listed here, and you are welcome to contact any of them for more information. President Louise Rowling, Australia Vice President Cheryl Vince Whitman, USA Secretary Pauline Dickinson, New Zealand Board Members Chris Bale, UK Dennis Edwards, Jamaica Dora Gundrun Gudmundsdottir, Iceland Leyla Ismayilova, Azerbaijan Annette Johnson, USA Michael Murray, UK Peter Paulus, Germany Truong Trong Hoang, Vietnam Katherine Weare, UK Mark Weist, USA Gloria Wells, Canada Research Associate Mora Oommen Advisory Board Discussion Area Access NOTE: This password-protected Discussion Area is for Advisory Board Members only

Directory of Members

Members from all over the globe have completed the Intercamhs member survey. Close to 60% of survey respondents’ work in schools. Other settings where members work include NGO’s, colleges and universities, government agencies, and health centers and hospitals.

According to respondents, the major problem that members face in their daily work is lack of funding. Other issues identified include: lack of understanding of the link between mental health and academic outcomes; and fragmentation of services.

Members come from several countries including Australia, England, Iceland, Jamaica, U.S., and Japan. [See more preliminary survey results

If you have not yet completed the survey, please do! We need to hear about your ideas and interests. [Take the survey

Here is a directory of Intercamhs’ members, sorted alphabetically by countries of residence and then by last name.The directory is available in Adobe Acrobat PDF format. Click the link below to access the directory:

INTERCAMHS Directory of Members

Vision Intercamhs’ vision is that mental health will be addressed through collaborative interdisciplinary whole school approaches for all school community members across nations. Our Guiding Principles are that: The term ‘mental health’ should imply not only the consideration of mental illnesses and problems but also a positive state of emotional, social and cognitive well being in individuals, groups and communities. Mental health is viewed from a holistic perspective, recognising the interconnectedness of the physical, spiritual, emotional and psychological, as well as the social environment of school, family and community. In the school context, a coordinated ‘whole school approach’ to mental health teaching and learning is needed, linking curriculum to school culture and ethos, management and organisation and to partnerships with communities, service providers and families. Respect and sensitivity to cultural diversity and different skills and values, needs and experiences underpin collaborative activities across school communities, local communities and nation states. Work in mental health needs to: fully involve all participants in the process, including school staff, school students and parents; encourage genuine dialogue between parties; and foster a sense of empowerment and autonomy. Addressing mental health through schools in a comprehensive way involves a full range of levels of intervention, from mental health promotion for everyone, to targeted prevention and early intervention. Effective school mental health interventions involve interdisciplinary practice necessitating coordination between a wide range of agencies, both government and not for profit, where different perspectives, approaches and goals are respected. Positive mental health supports school quality and effectiveness, including promotion of meaningful learning and teaching by students and staff. · As far as possible practice needs to build on ‘evidence based’ approaches, which involve appropriate use of a range of methods from both qualitative and quantitative research paradigms. Intercamhs aims to: Develop and adopt a common language of terms related to mental health in schools. Build communication mechanisms between people interested or involved in school-based mental health in different countries. Encourage dialogue, the sharing of lessons learned, collaborative activities and mutual support among people and programs in different countries. Enhance interdisciplinary approaches to school-based health care. Promote the advancement of a strategic research agenda and collaborative research among people and programs in different countries. Foster the development of advocacy agendas, coalitions and policy improvements in areas vital to the advancement of mental health in schools. Raise awareness of the mental health needs of youth and the value of school-based programs in helping youth, schools and communities achieve desired outcomes. Stimulate increased funding and improved capacity to provide a full continuum of mental health promotion, early intervention and treatment services in schools.

About Intercamhs

What is it?

Intercamhs is an international network of agencies and individuals who believe that addressing mental health issues in schools is vitally important to the wellbeing of school community members.

What is its Vision?

Intercamhs’ vision is that mental health will be addressed through collaborative interdisciplinary whole school approaches for all school community members across nations.

What does it do?

Intercamhs brings together experience and expertise from all over the world with the aim of enhancing the wellbeing of children and young people.

It promotes the international exchange of ideas and experience and acts as a meeting place for a wide range of educationalists, mental health experts and other professionals interested in mental health.

Intercamhs aims to raise awareness of the mental health needs of children and young people and the ways in which service providers can meet their needs. It also aims to support parents and teachers in their actions to strengthen the health and well being of those in their care.

Does it focus on a particular aspect of mental health?

No. Intercamhs believes that mental health promotion, early intervention and treatment are all important. It works to strengthen these activities for all children of school age.

InterCAMHS :: About Us

InterCAMHS :: About Us

InterCAMHS :: Welcome