Module 3 Developing and Implementing school-based interventions regarding students’ mental health promotion

Unit 1 Designing, implementing and evaluating school-based interventions to improve mental health wellbeing during and after crisis situations – focus on the current pandemic
7 Topics
Topic 1 Introduction
Topic 2 The effectiveness of school-based interventions (SBIs)
Topic 3 Setting goals and objectives
Topic 4 Selecting activities
Topic 5 Monitoring progress
Topic 6 Evaluation and follow up
Activities
Unit 2 Best practices and valuable tools for effective interventions
5 Topics
Topic 1 Introduction
Topic 2 Evidence based interventions and policies
Topic 3 Considerations for effective implementation of school-based interventions – Best practices
Topic 4 Digital toolkits, online activities, and other resources
Activities
Unit 3 Effective group discussions
6 Topics
Topic 1 Introduction
Topic 2 Benefits of group discussions in the school setting
Topic 3 Facilitating effective group discussions
Topic 4 Dealing with challenges during group discussions
Topic 5 Case studies and resources
Activities
Unit 4 Fostering creative expression during public health crises situations
6 Topics
Topic 1 Introduction
Topic 2 Benefits of creative expression
Topic 3 Types of creative expression activities
Topic 4 Age-appropriate creative expression activities
Topic 5 Implementing creative activities in classroom
Activities
Unit 5 Planning and developing informative sessions in the school environment
5 Topics
Topic 1 Introduction
Topic 2 Tips on how to plan and host a successful information session (using the pandemic as an example)
Topic 3 Informing students about pandemics and other global crises based on their developmental stage
Topic 4 Special information and resources for teachers
Activities
Further readings
References
Copyright Disclaimer
Check your knowledge
Previous Topic
Next Topic

Topic 4 Dealing with challenges during group discussions

Module 3 Developing and Implementing school-based interventions regarding students’ mental health promotion Unit 3 Effective group discussions Topic 4 Dealing with challenges during group discussions

After a traumatic situation or a disaster students may be struggling, ensure the below:

https://store.samhsa.gov/product/tips-talking-helping-children-youth-cope-after-disaster-or-traumatic-event-guide-parents/sma12-4732

Tips for talking to preschool children <5 years after a disaster or traumatic event

Samhsa.gov

Tips for talking to children and adolescents 6–19 years after a disaster or traumatic event

Samhsa.gov

Tips for starting a conversation about mental health with children 6-11 years old:

  • When protecting & supporting children, there are always limits to confidentiality. Make sure the child knows you may speak to parents or experts if needed.
  • Conversation starters: You don’t seem your usual self today. Would you like to talk about anything? You look sad/worried today. Do you want to have a chat about it/is there anything I can do to help?
  • If a child discloses in class, invite them to talk in a safer, more private setting
  • Drawing or playing with toys during discussion can be helpful.
  • Sit on a low chair if you can – so there is less height difference and you will be more approachable.
Be calm and acknowledge their feelings
  • Check if there are trusted adults (parents, the wider family, teachers) or friends they could talk to.
  • Listen carefully, be patient and friendly and give your full attention
  • Check your body language so that the child knows you are focusing on them.
  • Children with SEND (special educational needs & disability) may struggle to articulate feelings & thoughts & may need extra support.
  • Empathy & understanding rather than solutions. When a child receives empathy they begin to develop trust.

Tips for starting a conversation about mental health with school children 11-16 years old:

  • Secondary school students should initiate any conversation on their mental health. You can organise activities such as: worry boxes, ‘time to talk’ sessions, or information with sources of support in classrooms or hallways.
  • If a young person discloses in class, offer empathy, invite them to talk in a safer, more private setting
  • If you are asked ‘not to tell anyone’ you will need to make it clear that this won’t be possible, and that you will need to speak to their parents if needed
  • Check if there are other trusted adults or peers they could talk to
Be calm and acknowledge their feelings
  • Listen carefully, be patient and friendly and give your full attention.
  • Check your body language so that the young person knows you are focusing on them.
  • Children with SEND (special educational needs & disability) may struggle to articulate feelings & thoughts & may need extra support.
  • Refer to other sources of support e.g. counselling or helplines.
Previous Topic
Back to Unit
Next Topic