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Mental health promotion in schoolscr...

Cefai, Carmel.

Mental health promotion in schoolscross-cultural narratives and perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mental health promotion in schoolsedited by Carmel Cefai, Paul Cooper.
Reminder of title:	cross-cultural narratives and perspectives /
other author:	Cefai, Carmel.
Published:	Rotterdam :SensePublishers :2017.
Description:	viii, 252 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Mental health promotionCross-cultural studies.
Online resource:	http://dx.doi.org/10.1007/978-94-6351-053-0
ISBN:	9789463510530$q(electronic bk.)

Mental health promotion in schoolscross-cultural narratives and perspectives /
Mental health promotion in schoolscross-cultural narratives and perspectives /[electronic resource] :edited by Carmel Cefai, Paul Cooper. - Rotterdam :SensePublishers :2017. - viii, 252 p. :ill., digital ;24 cm.

The narratives of the children and young people, school teachers and school leaders, parents and carers, policy makers and service managers, and mental health workers and professionals, presented in this book, should provide an invaluable resource for all those involved in mental health promotion in school. The insights drawn from these direct field experiences may help to inform policy and good practice and serve as an inspiration to schools in their efforts to introduce and promote mental health for their communities. Most of the chapters present original research carried out in schools, services, universities and other contexts across different cultures. Through various qualitative studies carried out in different cultural contexts, Mental Health Promotion in Schools provides a platform for children, teachers, school leaders, parents, professionals, policy makers and teacher educators, to express their views on what works and does not work in mental health promotion in school. In our continued quest for evidence based research, we may tend to underestimate the value and significance of capturing the views and experiences of those most directly involved in mental health promotion, such as children and young people, school teachers and parents/carers, in seeking to enhance policy and practice in the area. This book should be of particular interest to those involved in mental health promotion in school at practice, training and research levels and we are sure that among these chapters, they will discover many new and stimulating insights into the promotion of mental health in such complex systems as schools. "This is a timely book since mental health difficulties among children and young people are on the increase across the world. The editors, Carmel Cefai and Paul Cooper, are passionate about the crucial role to be played by schools in creating safe spaces in which to learn, develop and socialise. They have spent many years in the development of creative initiatives for the promotion of emotional health and well-being amongst young people. The editors bring an international perspective to the issue of mental health and youth and show how important it is to collaborate and share expertise and knowledge. Cefai and Cooper have assembled an impressive range of authors to share their knowledge and to show how initiatives can be adapted to a range of cultural contexts." - Helen Cowie, Professor, Faculty of Health and Medical Sciences, University of Surrey, UK.

ISBN: 9789463510530$q(electronic bk.)

Standard No.: 10.1007/978-94-6351-053-0doiSubjects--Topical Terms:

787514
Mental health promotion
--Cross-cultural studies.

LC Class. No.: LB3430 / .M46 2017

Dewey Class. No.: 371.713

Mental health promotion in schoolscross-cultural narratives and perspectives /
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520 $a The narratives of the children and young people, school teachers and school leaders, parents and carers, policy makers and service managers, and mental health workers and professionals, presented in this book, should provide an invaluable resource for all those involved in mental health promotion in school. The insights drawn from these direct field experiences may help to inform policy and good practice and serve as an inspiration to schools in their efforts to introduce and promote mental health for their communities. Most of the chapters present original research carried out in schools, services, universities and other contexts across different cultures. Through various qualitative studies carried out in different cultural contexts, Mental Health Promotion in Schools provides a platform for children, teachers, school leaders, parents, professionals, policy makers and teacher educators, to express their views on what works and does not work in mental health promotion in school. In our continued quest for evidence based research, we may tend to underestimate the value and significance of capturing the views and experiences of those most directly involved in mental health promotion, such as children and young people, school teachers and parents/carers, in seeking to enhance policy and practice in the area. This book should be of particular interest to those involved in mental health promotion in school at practice, training and research levels and we are sure that among these chapters, they will discover many new and stimulating insights into the promotion of mental health in such complex systems as schools. "This is a timely book since mental health difficulties among children and young people are on the increase across the world. The editors, Carmel Cefai and Paul Cooper, are passionate about the crucial role to be played by schools in creating safe spaces in which to learn, develop and socialise. They have spent many years in the development of creative initiatives for the promotion of emotional health and well-being amongst young people. The editors bring an international perspective to the issue of mental health and youth and show how important it is to collaborate and share expertise and knowledge. Cefai and Cooper have assembled an impressive range of authors to share their knowledge and to show how initiatives can be adapted to a range of cultural contexts." - Helen Cowie, Professor, Faculty of Health and Medical Sciences, University of Surrey, UK.
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