Promoting Mental Health at School: Short-Term Effectiveness of a Popular School-Based Resiliency Programme

Autor/inn/en	Anthony, Hayley; McLean, Louise A.
Titel	Promoting Mental Health at School: Short-Term Effectiveness of a Popular School-Based Resiliency Programme
Quelle	In: Advances in School Mental Health Promotion, 8 (2015) 4, S.199-215 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2015.1065188
Schlagwörter	Mental Health; Health Promotion; Self Control; Self Efficacy; Intervention; Program Effectiveness; Pilot Projects; Mental Disorders; Prevention; Foreign Countries; Resilience (Psychology); Program Descriptions; Positive Attitudes; Effect Size; Elementary School Students; Validity; Measures (Individuals); Comparative Analysis; Statistical Analysis; Grade 3; Grade 4; Australia + Suchen Sie Ihr Suchwort? Psychohygiene; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Pilot project; Modellversuch; Pilotprojekt; Mental illness; Geisteskrankheit; Prävention; Vorbeugung; Ausland; Gültigkeit; Messdaten; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Australien
Abstract	Schools are increasingly seen as promising environments for initiatives to prevent mental disorders and to protect and promote mental health. This pilot study examined whether a school-based resiliency programme, "Bounce Back," increased protective factors associated with resilience. Thirty-nine children aged 8-10 years (M = 9.17, SD = 0.58) from two schools in Melbourne, Australia, were allocated to the "Bounce Back" intervention (N = 17) or comparison (N = 22) group. Partial support for the effectiveness of the programme was found. Children's optimism and self-efficacy in the intervention group increased significantly with a large effect size from pre- to post-intervention. These changes were maintained at the 3-month follow-up; however, changes in perceived access to supportive relationships and emotional regulation were not detected. This pilot study represents an important step in the validation of one of the most widely used programmes in Australian schools, and provides some support for its continued use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01