www.soran.edu.iq general psychology firouz meroei milan school health promomtion 2 1
TRANSCRIPT
![Page 1: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/1.jpg)
www.soran.edu.iq 1
general psychology
Firouz meroei milan
School Health Promomtion 2
![Page 2: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/2.jpg)
www.soran.edu.iq
Results of Searches
• 448 titles and abstracts • 45 papers and reports
scrutinised• 15 reviews met inclusion
criteria
![Page 3: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/3.jpg)
www.soran.edu.iq
Focus of Reviews
0 1 2 3 4 5 6
Driver education
Eating Disorders
Health Promting School
Peer approaches
Health Eating/Physical Activity
Substance Misuse
Mental Health
![Page 4: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/4.jpg)
www.soran.edu.iq
Results: Mental Health• Universal approaches (17):
– Whole school and HPS approaches better– Longer programmes better– Promotion of MH > prevention of MI– Medium to large effects
• Depression and self esteem (7 SRs + 5 studies)– Primary prevention better (medium to large effects)– Self esteem programmes modest effects– Knowledge based prgrammes not effective– Suicide prevention – potential for harm
![Page 5: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/5.jpg)
www.soran.edu.iq
Results: Mental Health• Aggressive behaviour (221)
– Range of different programmes effective– Better studies and well implemented
programmes > effect – Effects > high risk groups
• Violence prevention (16) – Cognitive and behavioural strategies both
effective – Primary prevention, multiple settings, qualified
leaders, and longer time scales > effect • Violence Prevention (44)
– Non response and relationship programmes effective
– Small to moderate effects overall
![Page 6: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/6.jpg)
www.soran.edu.iq
Results: Substance Use • Smoking (76)– Most programmes (including information,
social competence and multimodal) not effective
– Some social influences programmes positive
• Drug prevention (207) – Universal programme focus – Impact small to very small
• Drugs psycho-education (62)– 18/62 some evidence of effect – Best programmes can achieve is short term
delay
![Page 7: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/7.jpg)
www.soran.edu.iq
Green, Howes, Waters, Maher, Oberklaid 2005
• Emotional and social health in primary school • (8 reviews) • Most studies of short class based programmes• But more effect from: • Sustained approaches (> I year)• Whole school approaches with changes to
school ethos • Focus on promotion • Involving parents• Targeted programmes have a place
![Page 8: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/8.jpg)
www.soran.edu.iq
Problems with Evidence
• Process and implementation measures rarely not reported
• Quality of studies – Study size; implementation fidelity cf
statistical power – Cluster design – Loss to follow up– Sensitivity of outcome measures
![Page 9: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/9.jpg)
www.soran.edu.iq
Issues
• Participation • Autonomy• Programme fidelity • Randomisation • Time scales
![Page 10: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/10.jpg)
www.soran.edu.iq
Conclusions
• School health promotion programmes can be effective but by no means always are
• Health Promoting Schools approach supported
• Long time scales • Programmes more effective when focusing
on positive health and wellbeing– Mental health– Health eating and physical activity
• Substance misuse programmes don’t work
![Page 11: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/11.jpg)
www.soran.edu.iq
Conclusions• Poor mental health is the most
important cause of disability throughout the life course
• There is no health without mental health
• Public mental health is going to become more and more of an issue
• More discussion needed on the nature of mental well-being, but enough consensus to get started
![Page 12: Www.soran.edu.iq general psychology Firouz meroei milan School Health Promomtion 2 1](https://reader034.vdocument.in/reader034/viewer/2022051516/56649e595503460f94b53ac5/html5/thumbnails/12.jpg)
www.soran.edu.iq
Conclusions
• Key places to start promoting mental health – Ourselves– Families– Schools