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Research Methods in Psychology Kayla White Professor Nunez Research Methods in Psychology July 5, 2020 An Annotated Bibliography O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social Psychiatry and Psychiatric Epidemiology , 53 (7), 647-662. https://doi.org/10.1007/s00127-018-1530-1 This study examines how teachers could be the promoting factor in student’s positive mental health and overall wellbeing through implementing evidence-based interventions from several of articles. The researchers examined different program approaches in multiples schools via previously written articles on these approaches. The examiners concluded that a continuum of intervention programs such as “inclusive approach, building programs that immediately respond to student, school and community needs, building connections between sources, making sure programs are diversity inclusive, interdisciplinary relationships within the schools, and reducing barriers that hinders a student’s learning have been linked to promotive positive mental health and overall wellbeing in students” (p. 648). Unfortunately, this article states how most of these programs have shot-term effects on the students with little follow-up. The approach that has been linked with long-term effects is the Whole-School approach. This article provides a great overview of different program approaches within the schools that have been linked to promoting mental health and overall wellbeing for students. This article breaks down each approach and provide the pros and cons to the reader, so the reader can determine which approach would have the better outcome. Maelan, E. N., Tjomsland, H. E., Baklien, B., Samdal, O., & Thurston, M. (2018). Supporting pupils’ mental health through everyday practices: A qualitative study of teachers and head teachers. Pastoral Care in Education, 36(1), 16-28. Retrieved from https://www.researchgate.net/profile/Jenny_Marcionetti/publication/334697135_Well- being_in_education_systems_Conference_abstract_book_Locarno_2017/links/5d5cde1892851c3 7636e6407/Well-being-in-education-systems-Conference-abstract-book-Locarno- 2017.pdf#page=58 This is a qualitative study that included interviews with teachers and head start teachers to examine their understanding of mental health and how they played a role in providing positive mental health in students. Many teachers disclosed how they felt like they are an important factor in student’s mental health, but did not feel supported or properly trained in providing treatment or support to the student’s mental health. Most of their concerns was making things worst for the students instead of better. In conclusion of this study, many teachers took on the responsibility of supporting students in managing their mental health because their mental health correlates with academic performance. The two main themes that the teachers used in supporting their student’s mental health was working with students at an individual level and working with the school

Research Methods in Psychology context (p.47-48). The way the teacher achieved these two themes were by “understanding their teacher to student relationship, adjusting teaching and learning process to not add more anxiety and pressure on the students, providing a safe and inclusive school climate, and providing experiences of mastery and different learning opportunities for the students” (p. 48). This article provides great information on how students need a safe space as well as how to adjust the curriculum to not add more stress on the students. It is known that school can add on overall stress for a person and it is important for teacher to keep in mind of this known fact when teaching their students. Kutcher, S., & Wei, Y. (2020). School mental health: a necessary component of youth mental health policy and plans. World Psychiatry , 19 (2), 174–175. https://doi.org/10.1002/wps.20732 In the brief analysis, Kutcher & Wei examines how school mental health is a necessary component of youth mental health. It is important that these evidence based mental health interventions are incorporated in the curriculum and applied by trained teachers with easy access for the students. The two best evidence-based mental health interventions that have significant benefits are the Mental Health & High School Curriculum Guide and the Transitions resource for the first-year college students. It is important that teachers as well trained in these interventions before they are applied in schools. Lastly, providing schools with full school-based health centers have been linked with addressing student’s mental health care needs, but also providing support to their other health care needs as well. The best thing about a school-based health center is that mental health clinicians can be added in for clinical mental health services. This article provides great information on how to properly incorporate mental health services in the schools that students have full easy access to without having to see a doctor first or get a referral to see a clinician. It would have been great to see this article actually explore mental health services in schools and provide both pros and cons of that mental health approach. Brief Description of ARP Manual For my ARP Manual, I want to create a workshop-training format to train teacher and other school officials to be able to recognize the need for counseling in students and ways they may go about supporting or encouraging their students to seek help for their mental health wellbeing. I want teachers to become more aware of how to identify symptoms of a youth in need of mental health treatment.

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