Targeted mental health interventions in schools

Section A: Presents a systematic search exploring young peoples’ views and experiences of targeted mental health and wellbeing interventions being provided in schools. Following quality appraisal, a thematic synthesis of 11 included papers identified three overarching themes (impact of school context, intervention factors, and young people factors) that shape the acceptability of school-based provision. Schools should adapt their practices to address practical concerns, promote young peoples’ sense of choice and agency, and guarantee confidentiality. The voices of young people should be privileged in research and practice moving forwards to ensure that school-based provision is acceptable and responsive to their needs. Section B: Presents a three-round Delphi survey exploring professionals’ perspectives on the implementation of a new workforce of school-based mental health practitioners. This process facilitated consensus-building between professional groups. Participants agreed that mental health interventions are more accessible when provided in schools. Results highlighted challenges associated with translating mental health interventions to the school context. A tension between prioritising quality of service and equality of access was identified. Findings demonstrate the need to facilitate dialogue between local collaborators in supporting implementation. To promote workforce sustainability, resources invested in school-based practitioners should be matched by measured, strategic thinking

Interplanetary Coronal Mass Ejections observed by MESSENGER and Venus Express

Interplanetary coronal mass ejections (ICMEs) observed by the MESSENGER (MES) and Venus Express (VEX) spacecraft have been catalogued and analysed. The ICMEs were identified by a relatively smooth rotation of the magnetic field direction consistent with a flux rope structure, coinciding with a relatively enhanced magnetic field strength. A total of 35 ICMEs were found in the surveyed MES data (primarily from March 2007 to April 2012), and 84 ICMEs in the surveyed VEX data (from May 2006 to December 2013). The ICME flux rope configurations have been determined. Ropes with northward leading edges were about four times more common than ropes with southward leading edges, in agreement with a previously established solar cycle dependence. Ropes with low inclinations to the solar equatorial plane were about four times more common than ropes with high inclinations, possibly an observational effect. Left and right-handed ropes were observed in almost equal numbers. In addition, data from MES, VEX, STEREO-A, STEREO-B and ACE were examined for multipoint signatures of the catalogued ICMEs. For spacecraft separations below 15{\deg} in heliocentric longitude, the second spacecraft observed the ICME flux rope in 82% of cases; this percentage dropped to 49% for separations between 15 and 30{\deg}, to 18% for separations between 30 and 45{\deg}, and to 12% for separations between 45 and 60{\deg}. As spacecraft separation increased, it became increasingly likely that only the sheath and not the flux rope of the ICME was observed, in agreement with the notion that ICME flux ropes are smaller in longitudinal extent than the shocks or discontinuities that they often drive. Furthermore, this study has identified 23 ICMEs observed by pairs of spacecraft close to radial alignment. A detailed analysis of these events could lead to a better understanding of how ICMEs evolve during propagation.Comment: 28 pages, 7 figure

Foundations and Applications of Group Psychotherapy: A Sphere of Influence (Book Review)

Using groups to help people achieve personal goals and therapeutic change is an old idea. Indeed, Ettin (1992), in his book Foundations and Applications of Group Psychotherapy: A Sphere of Influence, suggests that Socrates was perhaps the first group psychotherapist. After all, he regularly convened small groups of scholars who sought intellectual, ethical, and interpersonal insights. Even the sage Socrates, however, could not have anticipated the widespread use of groups that exists today. When individuals experience problems in adjustment, in behavior, or in health, they often rely on groups to solve these problems

An Attributional Analysis of Students\u27 Reactions to Success and Failure

Like it or not, evaluation is as much a part of education as is learning. In most schools and universities students are regularly tested and evaluated by their teachers, who communicate their appraisals in the form of a grade. When the papers are handed back, the grades are posted, or report cards are sent home, students find out if they have succeeded or if they have failed. How do students react to these academic evaluations? According to a growing number of studies, the answer to this question depends upon their attributions: students\u27 inferences about the causes of their performances and evaluations. Elaborating on theoretical foundations established by Heider (1958), Jones (Jones, 1978; Jones & Davis, 1965), and Kelley (1967, 1971), these investigations assume that students actively strive to understand the origins of their academic outcomes. They ask not only What did I get on the test? but also Why did I get this particular grade? In reviewing the results of these investigations, we will concentrate on four basic areas: (1) the nature and dimensionality of attributions formulated in academic settings, (2) the impact of success and failure on attributions, (3) the mediating role of attributions in determining expectations and affective reactions, and ( 4) the behavioral consequences of various types of. attributions

Social Comparison and Influence in Groups

This chapter is a reminder of social comparison theory\u27s foundations in group processes rather than an extension of social comparison to groups. Social comparison research and theory, by tradition, stress individualistic, psychological purposes of comparison, such as satisfying basic drives, defining and enhancing the self, and alleviating distress or anxiety; but Festinger (1954) used the theory to explain shifts in members\u27 opinions, elevated motivation and competition among members, opinion debates, and the rejection of dissenters in groups (Allen & Wilder, 1977; Goethals & Darley, 1987; Singer, 1981; Turner, 1991; Wheeler, 1991). This chapter revisits the theory\u27s roots in groups before sampling some of the roles played by comparisonlike mechanisms in contemporary accounts of group dynamics

Effective Group Meetings and Decision Making

An extraordinary amount of work and many types of decisions are handled by groups of people, for in group meetings we can pool our knowledge and abilities, give each other feedback about our ideas, and tackle problems that would overcome us if we faced them alone. Group members not only give us emotional and social support when meeting together, but they can stimulate us to become more creative, more insightful, and more committed to our goals. Not every group, however, realizes all these positive consequences. Often we dread going to committee meetings, council sessions, and discussion groups because they take up too much valuable time as discussions get bogged down in side Issues. Jokes about the drawbacks of group meetings abound; meetings are characterized as \u27 cul-de-sacs to which ideas are lured and then strangled,\u27\u27 or sessions where \u27\u27men and women keep minutes and waste hours. Certainly there can be negative as well as positive aspects to group meetings; my hope Is that this chapter can help you draw on the advantages and avoid as many of the disadvantages as possible. During the course of any group meeting a whole host of fascinating processes unfolds. I want to focus here on four of the most critical: readership, communication, conflict, and problem solving

Norms

Consensual standards that describe what behaviors should and should not be performed in a given context are called social norms. They prescribe the socially appropriate way to respond in the situation - the normal course of action - as well as proscribing actions to avoid if at all possible. Social norms, in contrast to statistical norms or general expectations based on intuitive base rates for behavior, include an evaluative component. People who do not comply with the norms of a situation and cannot provide an acceptable explanation for their violation are evaluated negatively. This condemnation can include hostility, pressure to change, negative sanctions, and punishment, but the reaction depends on the magnitude of the discrepancy, the importance of the norm, and the characteristics of the person who violates the norm. Wearing too colorful a tie, not bowing properly when introduced, or talking about overly intimate matters with a new acquaintance may violate situational norms of propriety, but they will rarely earn public rejection. Small violations that reflect personal idiosyncrasies, if kept private, are often overlooked, as are violations committed by prestigious or powerful individuals. Violations of moral norms prohibiting theft or prescribing duties, in contrast, will be roundly condemned (Sabini & Silver, 1978). This evaluative reaction is, however, asymmetric. Whereas violating a norm often generates negative responses, merely complying with a norm will rarely earn one praise. A norm often becomes salient to interactants only after it is violated (Forsyth, 1990)

Social Psychology\u27s Three Little Pigs

Three perspectives on the nature of scientific research are discussed allegorically: (1) basic science, or the study of theoretically meaningful hypotheses through rigorous research; (2) applied science, which focuses on practically significant problems; and (3) action research, which integrates elements of both basic and applied science. The allegory concludes by advocating the unification of basic and applied science

Group Dynamics: Seventh Edition

Learn how group dynamics theory applies in the real world with the help of this best seller. Group Dynamics, 7th Edition, covers all major theories and topics pertaining to group and team processes. Focus on what\u27s most important with clearly organized chapters and highlighted key points, and see how to apply concepts to actual groups through extended case studies -- one in every chapter. The author draws on examples from a range of disciplines including psychology, management, law, education, sociology, and political science to help you develop a deeper understanding of each topic that you\u27ll take with you beyond the classroom.https://scholarship.richmond.edu/bookshelf/1322/thumbnail.jp