Promoting Mental Health Literacy for Vulnerable Students

• Utgivningsdatum: 2027-02-23
• Mått: 152 x 229 x undefined mm
• Format: Inbunden
• Språk: Engelska
• Antal sidor: 172
• Förlag: Taylor & Francis Ltd
• ISBN: 9781041196662

• Pedagogisk metodik
• Pedagogisk psykologi
• Studievägledning och elevhälsa

Marcin Gierczyk is Associate Professor at the Institute of Pedagogy, University of Silesia in Katowice, Poland.Katarzyna Borzucka-Sitkiewicz is Associate Professor in the Department of Social Sciences at the University of Silesia in Katowice, Poland.Katarzyna Kowalczewska-Grabowska is Assistant Professor at the Institute of Pedagogy, University of Silesia, and a certified senior school counsellor.Shirley Miedijensky is Associate Professor at Oranim College of Education, Israel.Joanna Łukasiewicz-Wieleba is Associate Professor at the Institute of Pedagogy of Maria Grzegorzewska University in Warsaw.Agnieszka Janiak is a Doctor of Humanities Associate Professor at the WSB Merito University of Gdańsk, Poland. Katarzyna Krasoń is a Full Professor of Pedagogy at the University of Silesia, Poland.

“The book makes a major contribution to the literature on child mental health and wellbeing by focusing on developing mental health literacy for vulnerable children and young people. It seeks to equip teachers with the theoretical and practical knowledge required to identify and respond appropriately to pupils with a wide range of special needs, including emotional and behavioural disorders, anxiety disorders, chronic illnesses, and bereavement, as well as learning disabled and gifted students. It will be invaluable for professionals who work with and in schools, including psychologists, social workers, counsellors, and principals, as well as teachers.”--Garry Hornby, Emeritus Professor, University of Plymouth, UK”This book makes a timely, original and highly relevant contribution to the growing field of child and adolescent health literacy. A particularly significant contribution is the Child Health Literacy Model – Theory and Practice, which proposes an ecological and developmental approach to understanding how individual, familial, educational, community and systemic factors interact in shaping health literacy across childhood and adolescence. By combining conceptual rigour with practical strategies for educators and professionals, this volume addresses an important gap in the international literature and constitutes a valuable resource for researchers, educators, psychologists, school health professionals and policymakers committed to promoting educational inclusion, mental health promotion, health equity and the wellbeing of children and young people.”--Jorge Olho Azul Rosário, PhD, Polytechnic University of Beja, Portugal“One of its major strengths is that the authors go beyond presenting theoretical concepts by discussing practical support strategies and interventions that could be implemented in school settings. This makes the book particularly useful for practitioners, such as teachers and other school professionals. I also appreciate the emphasis on a whole-school approach based on the Health Promoting Schools framework, which provides a strong foundation for supporting vulnerable students.”--Shuaijun (Jun) Guo, PhD, Murdoch Children’s Research Institute, The University of Melbourne, Australia“This book will be useful to practitioners who need concrete strategies, to educators who are building inclusive school cultures, and to researchers and students looking for a coherent framework that connects mental health, health literacy and educational vulnerability. Its value lies precisely in this combination: it is evidence-informed, but not distant; practical, but not superficial; inclusive, but attentive to complexity. I warmly recommend it to anyone committed to making schools and educational services more capable of recognising, naming and accompanying vulnerability with dignity.”--Dr. Florian Gallo, Educational psychologist and project designer, Istituto dei Sordi di Torino, Italy

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