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
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Topic 5 Case studies and resources

Module 3 Developing and Implementing school-based interventions regarding students’ mental health promotion Unit 3 Effective group discussions Topic 5 Case studies and resources

Case study 1

You notice that Mary who is generally a shy and quiet 9 year old kid, appears to be wiping tears from her eyes. You know that Mary has experienced financial insecurity at home and she appears anxious at school, seems to be struggling to complete her homework and when asked to respond to a question appears agitated. When you approach the student, she tells you that she lately feels overwhelmed and very anxious about everything that she has to do about school. She feels worried and doesn’t know how and where to start with her homework and school responsibilities.

Case study 2

A 15 year old student, Gary, shows up to class after not coming for a couple of weeks. Over the following days Gary appears sad, and is not talking to any of his classmates as he used to. You have noticed that Gary often seems distracted and looks like he is tired or hasn’t slept well, with low energy. As everyone is packing up their bags at the end of class, you approach the student. After talking privately with you in the empty classroom for a few minutes, the student discloses that he doesn’t want to be in school, he is feeling hopeless and tired all the time and sometimes has trouble getting up from bed.

Additional Resources and Further Reading

Sites with specific information on how to how to help children in the COVID-19 pandemic Your Tough Conversation Toolkit is helpful if you:
  • Want to know how to respond to a student when they share personal mental health concerns with you.
  • Are looking to help a student recognise and seek help for a health or behavioural issue.
  • Need strategies for encouraging a student to overcome ambivalence and move toward positive change.
https://classroommentalhealth.org/help-students/how-to-talk/ Your Tough Conversation Toolkit- Here are some examples of how to start a conversation:

https://classroommentalhealth.org/help-students/how-to-talk/

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