08 SES 13, Wellbeing and Schooling: Cross cultural and cross disciplinary perspectives
According to international epidemiological findings it is estimated that worldwide 10 to 20% of children and adolescents suffer from mental health problems (Kieling et al., 2007). It is widely known that poor mental health is substantially associated with a wide range of other health and developmental problems and show high persistency over the entire lifespan (Leadbeater et al., 2012). Moreover, with regard to schools, longitudinal findings demonstrate that mental health problems can have a negative impact on educational outcomes such as school grades, school attendance or school completion (Dadaczynski, 2012). Given these findings, schools have long been identified as ideal settings for health promotion and prevention measures. Despite great variety concerning the evidence base, effective interventions focus e.g. on a positive concept of health, use a whole-school approach, operate over a longer time period and are linked with aca-demic learning (Weare & Nind, 2011). Based on these findings, this paper aims to introduce MindMatters as an example for a whole-school approach on mental health promotion and prevention. Originally developed in Australia, the German adaptation of MindMatters addresses students as well as teaching and non-teaching staff within and outside the school environment. MindMatters is theoretically routed in resource-orientated concepts which describe mental health as the balance between internal and external needs and resources. As a whole school approach it encourages respect and tolerance in the classroom and aims to develop a supportive school environment, as well as net-works/partnerships between schools and their external environments, thereby contributing to better learning and teaching (Franze & Paulus, 2009). Since its adoption in 2002, MindMat-ters has been continually developed further now encompassing seven modules on individual level aspects of mental health (e.g. stress & coping, social emotional learning) and three modules on school development which covers grade 1 to 13. In addition to the interventions goals and content, the presentation will give an overview on evaluation and dissemination results.
Dadaczynski, K. (2012). State of research on the relationship between health and education: An empirical overview and implications for school health promotion. Zeitschrift für Gesundheitspsychologie, 20, 141-153. Franze, M. & Paulus, P. (2009). MindMatters – a programme for the promotion of mental health in primary and secondary schools: Results of an evaluation of the German language adaptation. Health Education, 109, 369-379. Kieling, C. et al. (2007). Child and adolescent mental health worldwide: evidence for action. The Lancet , 378 , 1515 - 1525 Leadbeater, B., Thompson, K. & Gruppuso, V. (2012). Co-occurring trajectories of symptoms of anxiety, depression, and oppositional defiance from adolescence to young adulthood. J Clin Child Adolesc Psychol 41, 719–730 Weare, K. & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say? Health Promotion International, 26, i29-i69.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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