Handbook of School-Based Mental Health Promotion

Dr. Alan Leschied is a psychologist and professor in the Faculty of Education at the University of Western Ontario. His research interests are related to the assessment and treatment of youth at risk, childrens legislation and how policies and services promote the welfare of children and families. Dr. Leschied is a Fellow of the Canadian Psychology Association, and a recipient of a life-time achievement award through the Criminal Justice Section of the Canadian Psychology Association. Dr. Donald Saklofske professor of Psychology, University of Western Ontario, is also Visiting Professor, School of Psychology, Beijing Normal University, and Research Member in the Laboratory for Research and Intervention in Positive Psychology and Prevention, University of Florence. His research focuses on intelligence, personality, and psychological assessment. He is editor of Personality and Individual Differences, Journal of Psychoeducational Assessment and Fellowof APS, CPA, and SPSP. Dr. Gordon Flett holds the Canada Research Chair in Personality and Health and he is the Director of the LaMarsh Centre for Child and Youth Research at York University. Dr. Fletts work has garnered national and international attention in both the academic as well as popular press, and he is supported by major research grants from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council of Canada.

Chapter 1. An Overview of Implementation.- PART I: The Evidence for Implementation in Schools and Systems of Care.- Chapter 2. Both Promising and Problematic: Reviewing the Evidence for Implementation Science- Chapter 3. What Works in School-Based Mental Health Service Delivery?.- Chapter 4. Shifting Systems of Care to Support School-Based Services.- Chapter 5. Beyond Silos: Optimizing the Promise of School-based Mental Health Promotion Within Integrated Systems of Care.- Chapter 6. Schools and Mental Health: Is some Necessary Re-examining in Order?.- PART II: A Focus on Educators.- Chapter 7. Yet One More Expectation for Teachers.- Chapter 8. Mental Health Literacy as a Fundamental Part of Teacher Preparation: A Canadian Perspective.- Chapter 9. Promoting Mental Health Literacy Among Educators: A Critical Aspect of School Based Prevention and Intervention.- Chapter 10. Qualities of Teacher Effectiveness in Delivering School Based Mental Health Programs: The Relevance of Emotional Intelligence.- Chapter 11. Educational Leaders Supporting the Mental Health of Students and Staff: Limited Research but Promising Practices in Preparing School Principals.- PART III: A Focus on Specific Program Implementation.- Chapter 12. Effectiveness of School-based Interventions on Mental Health Stigmatization.- Chapter 13. Self-Stigma in Youth: Prevention, Intervention and the Relevance for Schools.- Chapter 14. Nonsuicidal Self-Injury: What Schools Can Do.- Chapter 15. School-Based Suicide Prevention, Intervention, and Postvention.- Chapter 16. School-based Prevention and Early Intervention Programs for Depression.- Chapter 17. The Fourth R: Implementing Evidence-based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts.- Chapter 18. Mindfulness-Based Programs in School Settings: Current State of the Research.- Chapter 19. Children and Adolescents Flying Under the Radar: Understanding, Assessing, and Addressing Hidden Distress Among Students.- Chapter 20. Resilience to Interpersonal Stress: Why Mattering Matters When Building the Foundation of Mentally Healthy Schools.- Chapter 21. School-Based Intervention for Adolescents with Impairing Social Anxiety.- Chapter 22. Implementing and Integrating Parenting Education into Early Childhood Education Environments.- Chapter 23. Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions.- Chapter 24. Implementing Emotional Intelligence Programs in Australian Schools.