Search Results

Changes in Depression and Positive Mental Health Among Youth in Healthy Relationships ProgramAuthor(s): Natalia Lapshina, Claire Crooks, Amanda Kerry (2018)
This study explored and identified meaningful groups of youth based on their depression symptoms over time. Researchers found that youth who reported high levels of depression prior to the program experienced a significant decline in depressive symptoms and improved mental well-being following the program.

Viewed 27 times.
GSA Members' Experiences with a Structured Program to Promote Well-BeingAuthor(s): Alicia Lapointe, Claire Crooks (2017)
The Fourth R's HRP for LGBT2Q+ Youth helps bolster positive mental wellness and encourage skill development among queer, trans, and gender diverse youth. It was adapted from the Healthy Relationships Plus Program (HRPP) - an evidence-informed, small group universal prevention program for youth that promotes positive mental health and well-being, and prevents risky behaviours. The HRP for LGBT2Q+ Youth was developed in consultation with academics, educators, and youth, and consists of 17 sessions, each lasting 45 minutes.

Viewed 44 times.
Outcomes of Mental Health First Aid Course Adapted in First Nations ContextsAuthor(s): Claire Crooks, Andrea Lapp, Monique Auger, Kim van der Woerd, Angela Snowshoe, Billie Jo Rogers, Samantha Tsuruda, Cassidy Caron (2018)
The Mental Health First Aid First Nations (MHFAFN) course was adapted from Mental Health First Aid Basic to create a community-based, culturally safe and relevant approach to promoting mental health literacy in First Nations contexts. Ensuring cultural relevance is critical in First Nations contexts. Other widely used mental health trainings that are implemented without First Nations adaptation have had minimal or even negative results.

Viewed 24 times.
Children's Development of Self-Regulation for Learning During MindUP™Author(s): Devon Trower, Lynda Hutchinson, Claire Crooks (2018)
This study explored how kindergarten children’s self-regulation for learning (SR/L) developed within a mindfulness-based social and emotional learning program (MindUP™), along with children’s demographic and teacher factors that were associated with it. Findings indicated that children’s behaviours associated with solo and social SR/L increased over the implementation of MindUP™.

Viewed 11 times.
A Mindfulness-Informed Social-Emotional Learning Program in Kindergarten ClassroomsAuthor(s): Nicole Off, Claire Crooks, Karen Bax (2018)
This study explored changes in kindergarten children's behaviours following a mindfulness-informed social emotional learning program, MindUP™ children showed improvements in resiliency and behaviours such as anxiety and depression following MindUP™, but no changes in aggression and hyperactivity.

Viewed 8 times.
Approaches to Suicide Prevention Differ Between Inuit and Mainstream Health InitiativesAuthor(s): Marika Morris, Claire Crooks (2015)
Increased rates of suicide are seen within Inuit communities in comparison to the general Canadian population. Research suggests that this increased risk is associated with intergenerational trauma and residential schooling. Solutions to reducing risk specific to Inuit communities are discussed. A call to action is made regarding reconnecting Inuit peoples back to their cultural practices and roles as a way to heal community members from the effects of colonization.

Viewed 15 times.
Effectiveness of Growth Mind-Set Interventions on Academic AchievementAuthor(s): Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018)
It is suggested that students with growth mind-set traits exhibit greater adaptive psychological behaviours (e.g. positive response to failure), and consequently higher academic achievement. As a result some educators have implemented growth mind-set interventions to help students achieve better grades and scores on standardized tests. Given the rise in funding for and interest in mind-set interventions, it is important to comprehensively evaluate the effectiveness of these programs on academic achievement, as well as the circumstances under which effectiveness is enhanced or diminished.

Viewed 12 times.
Associations Between Socioeconomic Background, Inequality, School Climate, and Academic AchievementAuthor(s): Berkowitz, R., Moore, H., Astor, R.A., Benbenishty, R. (2017)
Poorer academic achievement has been correlated with lower student and school SES but scientific evidence establishing links between SES, school climate, and academic achievement has its limitations due to inconsistency of study methods and measurement instruments. A systematic review was therefore conducted to comprehensively examine the literature and evaluate whether positive school climate can mitigate achievement gaps between students and schools of different SES backgrounds.

Viewed 7 times.
Effectiveness of Self-Regulation Interventions in Children and AdolescentsAuthor(s): Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018)
Past research has demonstrated that self‐regulation is essential for the development and maintenance of health and well‐being in childhood and across the lifespan. Given the growing evidence of its benefits, there have been many interventions developed to improve self‐regulation skills in youth. A systematic review and meta‐analysis were conducted to assess the effectiveness of interventions that promote self‐regulation among 0‐19 year olds, in addition to the effects of such interventions on health and social outcomes.

Viewed 9 times.
Effective Asthma Education for School StaffAuthor(s): Kew, K. M., Carr, R., Donovan, T., Gordon, M. (2017)
Asthma is prevalent among youth, with significant morbidity and mortality reported worldwide. Most asthma‐related fatalities are avoidable, and therefore it may be important to increase asthma education for school staff given their frequent and long‐term interactions with youth. The overall aim of asthma education for school staff is to prevent asthma‐related fatalities among students, and to promote effective symptom management for improved child health and educational outcomes.

Viewed 5 times.
Effectiveness of School-Based Mental Health Services for Elementary School ChildrenAuthor(s): Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018)
A significant proportion of youth develop a mental disorder by adolescence, but most do not receive care. Children of racial and ethnic minorities are especially vulnerable, as they receive fewer and lower quality services. School‐based mental health interventions, where school staff assume frontline provider roles, represent a potential option to reduce these disparities.

Viewed 44 times.
Do Later School Start Times Benefit the Education, Health, and Well-Being of High School Students?Author(s): Marx, R., TannerSmith, E. E., Davison, C. M., UĬolz, L. A., Freeman, J., Shankar, R., ... & Hendrikx, S. (2017)
High school students are at higher risk of sleep deprivation due to their changing brain chemistry and increased time demands. This is a concern given that even mild sleep deprivation is associated with undesirable effects, including impaired learning, slowed performance, and memory loss. To address these negative outcomes, many school systems are considering delaying school start times to promote sufficient sleep for adolescents.

Viewed 43 times.
Health Promoting Schools Framework for Improving Student Health and Well-BeingAuthor(s): Langford, R., Campbell, R., Magnus, D., Bonell, C. P., Murphy, S. M., Waters, E., & Gibbs, L. F. (2011)
Child health and education are strongly related; healthy children tend to perform better in school, providing a foundation for improved health in later life. In response to the limited success of traditional health education approaches, the Health Promoting Schools (HPS) framework was developed in the late 1980s by the World Health Organization (WHO). The WHO Health Promoting Schools (HPS) framework is a potential mechanism to promote student health and well‐being by considering individual, school, and community contexts in tandem.

Viewed 48 times.
Physical Activity Interventions for Depression in Children and AdolescentsAuthor(s):
Depression is the most common mental health disorder, with high rates of onset during youth. A meta-analysis was conducted in 2017 to assess the overall impact of physical activity interventions on depression in children and adolescents. Understanding the potential of physical activity in reducing depressive symptoms provides implications for policy in school settings.

Viewed 18 times.
Universal School-based ‘Resilience’ Interventions and Substance UseAuthor(s): Hodder, R. K., Freund, M., Wolfenden, L., Bowman, J., Nepal, S., Dray J., et al., (2017)
A meta‐analysis was conducted in 2017 to evaluate the effectiveness of universal school‐based ‘resilience’ interventions on tobacco, alcohol, and illicit substance use among adolescents. Interventions that address both individual resilience protective factors (e.g., self‐esteem, empathy, self‐awareness), and environmental resilience protective factors (e.g., caring family, school and community relationships) were examined.

Viewed 8 times.
Preschool Predictors of Later Reading Comprehension AbilityAuthor(s): Hjetland, H. N., Brinchmann, E. I., Scherer, R., Melby‐Lervag, M. (2017)
The development of reading comprehension skills begins in childhood, and is essential for school and work success. The main outcomes assessed in the review are potential preschool predictors of later reading comprehension skills; 1) decoding (i.e. le er knowledge and phonological awareness); 2) linguistic comprehension (i.e. vocabulary and grammar); and 3) domain‐general cognitive skills (i.e. memory and nonverbal intelligence).

Viewed 17 times.
Impacts of early childhood education (ECE) on educational outcomesAuthor(s): McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., et al. (2017)
Early childhood represents a critical period of cognitive and socio-emotional skill development. In an effort to promote children’s learning and educational potential, early childhood education (ECE) programs have been increasingly implemented in Western countries over recent decades. But can ECE lead to the improvement of children’s educational outcomes in middle childhood and adolescence? This research summary from the Knowledge Network for Student Well-Being (KNSWB) examines the impacts of ECE on educational outcomes.

Viewed 37 times.
Facilitating Activist Education: Social and Environmental Justice in Classroom Practice to Promote Achievement, Equity, and Well-BeingAuthor(s): Niblett, B. (2017)
Activism is about bringing to life ideas regarding power, fairness, democracy, and hope. What relationships exist between activism and education? How can educators leverage these relationships to support student achievement, equity, and well-being?

This research summary is part of "What Works? Research into Practice", produced by a partnership between the Ontario Association of Deans of Education and the Student Achievement Division.

Viewed 68 times.
Features of Professional Development Associated with Positive Educator and Student OutcomesAuthor(s): Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015).
Since professional development activities are vital to enhance skills and prepare educators for the demands of their profession this research summary from the Knowledge Network for Student Well-Being (KNSWB) looks at which features of professional development in-services produce positive educator and student outcomes.

Viewed 40 times.
Do the Benefits of Social and Emotional Learning Programs Last?Author(s): Taylor, R. D., Oberle, E., Durlak, J. A. and Weissberg, R. P. (2017)
This research summary was developed by the Knowledge Network for Student Well-Being (KNSWB). It outlines a 2017 meta-analysis of 82 school-based universal social and emotional learning programs. Findings confirm that the benefits of social-emotional learning have long-term effects for students in seven outcome areas.

Viewed 537 times.
Two Years of School-Based, Culturally Relevant Mentoring Promotes Positive Mental Health for FNMI YouthAuthor(s): Crooks, C., Exner-Cortens, D., Burm, S., Lapointe, A. and Chiodo, D. (2016)
This study examined the effects of participation in a school-based, culturally relevant mentoring program on wellbeing among FNMI youth. Researchers found that...

Viewed 187 times.
Cultural Connectedness and Identity Foster Resilience in FNMI YouthAuthor(s): Crooks, C., Burleigh, D. and Sisco, A. (2015)
This study explored the specific ways in which culturally relevant programming promotes resiliency in FNMI youth. Researchers found that...

Viewed 208 times.
Healthy Relationships Program Improves Adolescents' Ability to Manage Peer ViolenceAuthor(s): Crooks, C., Scott, K., Broll, R., Zwarych, S., Hughes, R. and Wolfe, D. (2015)
This study investigated whether a healthy relationships program would improve students’ social and emotional skills related to knowledge about violence, critical thinking about the impact of violence, identification of coping strategies, and their
acceptability of violence. The researchers found that...

Viewed 212 times.
Culturally Relevant School-Based Programming for FNMI Youth: Improved Relationships, Confidence, Leadership and School SuccessAuthor(s): Crooks, C., Burleigh, D., Snowshoe, A., Lapp, A., Hughes, R. and Sisco, A. (2015)
This study evaluated the Fourth R Uniting Our Nations, a school-based, culturally relevant program for FNMI youth. Results highlighted multiple positive impacts of the program. Participants reported that...

Viewed 337 times.
Bullying Predicts Dating Violence & Poor Relationship QualityAuthor(s): Ellis, W. and Wolfe, D. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study showed that bullying predicts dating violence and poor relationship quality in adolescent dating relationships. These results illustrate how peer and dating relationship contexts are interconnected during adolescence. Youth who display aggression and other unhealthy behaviours in one type of relationship are likely to do so in others as well....

Viewed 367 times.
School-Based Violence Prevention Program Offers a Protective Impact for Youth with Maltreatment HistoriesAuthor(s): Crooks, C., Scott, K., Ellis, W. and Wolfe, D. (2011)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This research highlights the benefits of an inexpensive school-based violence prevention program. This program demonstrates support for the reduction of dating violence among students and the protective effect for maltreated youth, lowering their likelihood of engaging in violent delinquency. These results also suggest that a short-term violence prevention program can have significant and meaningful long-term results.

Viewed 411 times.
Treatment of Mental Health Disorders Among Children in Child Welfare CareAuthor(s): Stewart, S., Leschie, A., den Dunnen, W., Zalmanowitz, S., Baiden, P. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Many children and youth in the child welfare system are receiving
inadequate mental health treatment. Evidence suggests that comprehensive intervention efforts involving the child or youth, family, school, and community are required for improving behavioural functioning and placement stability.

Viewed 492 times.
Factors Related to Non-Suicidal Self-Injury (NSSI) Among Adolescents Seeking Mental Health ServicesAuthor(s): Stewart, S., Baiden, P. and Theall-Honey, L. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study examined the frequency of non-suicidal self-injury (NSSI) among adolescents with mental health needs and identified specific factors related to NSSI. Data on 2,013 adolescents were gathered from the Ontario Mental Health Reporting System using the Resident Assessment Instrument—Mental Health (RAI-MH). The researchers found increased NSSI in adolescents with mood or personality disorders, histories of abuse, substance use and intentional misuse of prescription medication, and higher rates of NSSI in females. The researchers highlighted the importance of novel findings in regards to intentional misuse of prescription medications in this population.

Viewed 358 times.
Link Between Non-Suicidal Self-Injury & Suicidal BehavioursAuthor(s): Hamza, C., Stewart, S., Willoughby, T. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

NSSI and suicidal behaviours are different behaviours that often co-occur. Little attention has been given to why these behaviours are linked. Since NSSI is considered one of the most significant risk factor for suicidal behaviours, it is crucial to examine the mechanism through which this occurs. Three theories have been proposed to explain the link between NSSI and suicidal behaviours and, in this summary, an integrated model of these theories is introduced.

Viewed 240 times.
Poor Peer & Family Relationships Predict Dating Violence in Adolescent GirlsAuthor(s): Chiodo, D., Crooks, C.V., Wolfe, D.A., McIsaac, C., Hughs, R., and Jaffe, P.G. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The findings from this study underscore the importance of developing early prevention programming to enhance adolescent feelings of school connectedness, positive school attitudes, and engaging in personal control to reduce the likelihood of involvement in dating violence.

Viewed 330 times.
Increasing Peer Resistance Skills Through a School-Based InterventionAuthor(s): Wolfe, D., Crooks, C., Chiodo, D., Hughes, R., Ellis, W. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The Fourth R is an evidence based intervention in schools that teaches youth how to have healthy relationships. Students who participate in the program learn strategies that can reduce their likelihood of engaging in peer pressure scenarios (when pressured to use drugs or alcohol, have unsafe sex, or witness peer violence perpetration at a higher rate).

Viewed 349 times.
Addressing the Gap Between Service Need and Delivery of Child and Youth Mental Health ServicesAuthor(s): Schwean, V. and Rodger, S. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This paper highlights the need for ongoing innovation, development, and evaluation of public mental health policy related to child and youth mental health services. Authors proposed a vision in which demonstration and research sites partner with public health policy approaches and provide support through research and evidence informed practice.

Viewed 283 times.
Emotional Intelligence: The New Answer for Improving Teacher Efficacy and Well-BeingAuthor(s): Vesely, A., Saklofske, D., Leschied, A. (2013)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Emotional intelligence (EI) training may improve teachers’ psychological health, increase teachers’ efficacy, decrease
their stress and job dissatisfaction, and promote positive student outcomes.

Viewed 362 times.
Mental health literacy curriculum in teacher Preparation Programs: Helping Teacher Candidates Meet the Mental Health Needs of StudentsAuthor(s): Roger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M., Koenig, A., Woods, M., Vandermeer, M. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The concerns of education stakeholders about teachers’ mental health literacy mirror the lack of opportunities provided in their training. There is a need for a formal mental health literacy curriculum in teacher preparation programs.

Viewed 325 times.
Critical Role of Schools in Child & Youth Mental HealthAuthor(s): Leschied, A., Flett, G., and Saklofske, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

Mental health problems are common yet unidentified among youth. Approximately one million youth in Canada will experience a diagnosable mental health disorder and only 4% of these youth will receive the necessary services.

Viewed 502 times.
Adolescent Identity as a Buffer Against Peer Pressure & Risk BehavioursAuthor(s): Dumas, T., Ellis, W., Wolfe, D. (2012)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

This study explored whether youths’ level of identity exploration and commitment to identity would moderate the relationship between peer pressure and control and risk behaviours. Over 1,000 students completed self-report measures of identity exploration, identity commitment, risky behaviours, and experiences of peer-group pressure and control.


Viewed 250 times.
What Factors Affect Hospitalization of Youth with Mental Health Problems in Ontario?Author(s): Shannon Stewart, Chester Kam, and Phillip Baiden (2013)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

This study aimed to clarify the specific factors that affect how long youth stay in hospital for mental health problems and how likely they
are to be readmitted in the future.

Viewed 275 times.
Programs in Brief: Positive Action® ProgramAuthor(s): E-BEST, HWDSB (2013)
This "Programs in Brief" was developed by the E-BEST team at the Hamilton-Wentworth District School Board. You can view this and other summaries at the HWDSB website: http://www.hwdsb.on.ca/about/research/

Positive Action® is a social and emotional learning (SEL) program
focused on promoting social skills and personal growth in students.

Viewed 392 times.
Use and Perceptions of E-Cigarettes Among Youth in CanadaAuthor(s): Czoli, C., Hammond, D. and White, C. (2014)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

The claim is that e-cigarettes deliver nicotine as effectively as regular cigarettes without the harmful chemicals, but this has yet to be proven
scientifically. Researchers looked at the rate of e-cigarette use among
Canadian youth (16-30 years), youth perceptions of e-cigarettes, and the factors associated with their use.

Viewed 210 times.
Resilient, Active, and Flourishing: Supporting Positive Mental Health and Well-Being in School CommunitiesAuthor(s): Carney, P. and Parr, M. (2014)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores how school communities can
create cultures that support positive mental health and well-being in
practical and effective ways.

Viewed 479 times.
The New Mentality: Youth-adult partnerships in community mental health promotionAuthor(s): Ramey, H. and Rose-Krasnor, L. (2015)
This summary was created by the Evidence Exchange Network (EENet, formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

Brock University researchers examined The New Mentality pilot program to explore what makes youth-adult partnerships work, and identify the potential benefit of youth-adult partnerships in child and youth community mental health promotion.

Viewed 378 times.
Poverty and Schooling: Where Mindset Meets PracticeAuthor(s): Ciuffetelli Parker, D. (2015)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores how schools can address the inequities often associated with poverty and schooling.

Viewed 709 times.
Effectiveness of Mindfulness Based Interventions for Youth in SchoolsAuthor(s): Felver, J., Celis-de Hoyos, C., Tezanos, K., and Singh, N. (2015)
This summary was developed by the Knowledge Network for Student Well-Being (KNSWB). The KNSWB is a project of the Knowledge Network for Applied Education Research (KNAER).

Mindfulness‐based interventions have been broadly shown to be
effective for a variety of psycho‐social problems, and may be
effective with youth....many educators are choosing to include mindfulness exercises or practices as part of their classroom routines. A recent systematic review has examined what we know about some of the effects of mindfulness programs in school settings.

Viewed 418 times.
Immigrant parents’ perceptions of school environment matter to children’s mental health and behaviourAuthor(s): Hamilton, H.A., Marshall, L., Rummens, J.A., Fenta, H. & Simich, L. (2011)
This summary was created by the Evidence Exchange Network (EENet; formerly OMHAKEN). This and other summaries on mental health and addictions can be found at: www.eenet.ca

"Previous studies have shown that children’s perceptions of their school environment are related to their academic outcomes and wellbeing. Less research has been focused on the importance of parents’ perceptions of school environment on child adjustment. Parental perception of school environment may be important for immigrants because schools are a central aspect of family adaptation. This study looks at the relationship between immigrant parents’ perceptions of school environment and the emotional and behavioural problems of their children."

Viewed 997 times.
Bullying, Student-Teacher Relationships, and Academic PerformanceAuthor(s): Konishi, C., Hymel, S., Zumbo, B., Li, Z. (2010)
Research conducted in Ontario schools has shown that large numbers of students experience violence and bullying in schools. Bullying has been found to have a negative impact on school performance and student development in general. This study looked at whether student’s academic performance is related to rates of bullying at school level, whether student-teacher connectedness has an impact on the bullying-achievement relationship and whether students who feel they have a positive relationship with their teachers perform well academically even if bullying happens at their school.

Viewed 1,820 times.