Embedding Mental Health Support in Schools: Learning from the Targeted Mental Health in Schools (TaMHS) National Evaluation

Autor/inn/en	Wolpert, Miranda; Humphrey, Neil; Belsky, Jay; Deighton, Jessica
Titel	Embedding Mental Health Support in Schools: Learning from the Targeted Mental Health in Schools (TaMHS) National Evaluation
Quelle	In: Emotional & Behavioural Difficulties, 18 (2013) 3, S.270-283 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2013.819253
Schlagwörter	Foreign Countries; Mental Health Programs; School Health Services; National Programs; Longitudinal Studies; Interviews; Behavior Problems; Emotional Problems; Elementary School Students; Secondary School Students; At Risk Students; Program Effectiveness; Program Implementation; Program Evaluation; Mixed Methods Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Schuleingangsuntersuchung; nicht übertragen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Sekundarschüler; Programme evaluation; Programmevaluation
Abstract	The Targeted Mental Health in Schools (TaMHS) programme was a nationwide initiative that funded mental health provision in schools for pupils at risk of or already experiencing mental health problems. The implementation, impact and experience of this programme was evaluated using quantitative and qualitative methodology involving three main studies: (1) a 1-year RCT involving 8658 8-10 year olds and 6583 11-13 year olds, (2) a 3-year longitudinal study involving 3346 8-10 year olds and 2647 11-13 year olds and (3) qualitative interviews with 26 TaMHS workers, 31 school staff, 15 parents and 60 pupils. The RCT demonstrated that TaMHS led to reductions in behaviour problems but not emotional problems for 8-10 year olds. No impact was found for 11-13 year olds. The effects on behaviour problems in primary school were enhanced by the provision of evidence based self-help materials, but not by other area level support. The longitudinal study found information giving and good inter-agency working correlated with more positive outcomes for behavioural problems in secondary schools. The qualitative findings indicated that TaMHS was well received by all groups, though challenges to its implementation were noted. Overall, findings indicate the utility of targeted mental health provision in schools, particularly in primary settings. The implications for implementation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10