MURAL - Maynooth University Research Archive Library



    Towards dynamic and interdisciplinary frameworks for school-based mental health promotion


    O'Toole, Catriona (2017) Towards dynamic and interdisciplinary frameworks for school-based mental health promotion. Health Education, 117 (5). pp. 452-468. ISSN 0965-4283

    [img]
    Preview
    Download (188kB) | Preview


    Share your research

    Twitter Facebook LinkedIn GooglePlus Email more...



    Add this article to your Mendeley library


    Abstract

    Purpose – The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them. Design/methodology/approach – The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop. Findings – Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities. Originality/value – The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

    Item Type: Article
    Keywords: Empowerment; Education; Multi-disciplinary; Dynamic; Children; School mental health;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 8611
    Identification Number: https://doi.org/10.1108/HE-11-2016-0058
    Depositing User: Catriona O'Toole
    Date Deposited: 15 Aug 2017 16:24
    Journal or Publication Title: Health Education
    Publisher: Emerald
    Refereed: Yes
    URI:

    Repository Staff Only(login required)

    View Item Item control page

    Downloads

    Downloads per month over past year