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Well-being

How can we best support student mental well-being?

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ADDITIONAL INFORMATION RESOURCES

teenmentalhealth.org
Dr. Stan Kutcher
http://teenmentalhealth.org

Mental Health First Aid CANADA
http://www.mentalhealthfirstaid.ca/EN/resources/Pages/default.aspx

Portail santé mieux-être of the Ministry of Health and Social Services, Quebec
Gouvernement du Québec
http://sante.gouv.qc.ca/en/dossiers/dossier-sante-mentale

Mental Health Resources of the Mental Illness Foundation
http://www.fondationdesmaladiesmentales.org/mental-health-support.html

Think, Feel, Act: Lessons from Research about Young Children
Self-Regulation. Ontario Ministry of Education
http://www.edu.gov.on.ca/childcare/selfRegulate.html

Self-Regulation: Calm, Alert and Learning (for Education Canada)
http://www.cea-ace.ca/education-canada/article/self-regulation-calm-alert-and-learning

Calm, Alert and Happy – an article written by Stuart Shanker
Shanker, Stuart. “Calm, Alert and Happy.” What Is Self-Regulation? Ontario Ministry of Education, 2013. Web.
http://www.edu.gov.on.ca/childcare/shanker.pdf

The Five Domains of Self-Reg with Stuart Shanker
Shanker Self-Reg. The Mehrit Centre
https://self-reg.ca

Youth – Canadian Mental Health Association
http://www.cmha.ca/mental-health/your-mental-health/youth

REFERENCES

Abela, J. R. Z. and Hankin, B. L. (2008). Depression in children and adolescents: Causes, treatment, and prevention. In J. R. Z. Abela, B. L. Hankin (eds.), Handbook of depression in children and adolescents (pp. 3-5). New York, NY: Guildford Press.

Alloy, L. B. and Abramson, L. Y. (2007). The adolescent surge in depression and emergence of gender differences: A biocognitive vulnerability-stress model in developmental context. In D. Romer, E. F. Walker (eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science (pp. 284-312). Oxford: Oxford University Press.

Barlow, D. H., Sauer-Zavala, S., Carl, J. R., Bullis, J. R. and Ellard, K. K. (2014). The nature, diagnosis, and treatment of neuroticism: Back to the future. Clinical Psychological Sciences, 2, 344-365.

Blanchet, L., Laurendeau, M. C., Paul D. and Saucier, J. F. (1993). La prévention et la promotion en santé mentale : Préparer l’avenir. Boucherville: Gaëtan Morin.

Barrett, P. M., Farrell, L. J., Ollendick, T. H. and Dadds, M. (2006). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth: An evaluation of the Friends program. Journal of Clinical Child and Adolescent Psychology, 35(3), 403-411.

Barrett, P. M. and Ollendick, T. H. (eds.) (2004). Handbook of interventions that work with children and adolescents: Prevention and treatment. Chichester, West Sussex, England: John Wiley.

Barrett, P. and Turner, C. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal school-based trial. British Journal of Clinical Psychology, 40, 399-410.

Barret, P. M. and Turner, C. M. (2004). Prevention of childhood anxiety and depression. In P. M. Barrett, T. H. Ollendick (eds.). Handbook of interventions that work with children and adolescents: Prevention and treatment (pp. 429-474). Chichester, West Sussex, England: John Wiley.

Chambless, D. L. and Ollendick. T. H. (2001). Empirically supported psychological intervention: Controversies and evidence. Annual Review of Psychology, 52, 685-716.

Krueger, R. F. and DeYong, C. G. (2016). The RDoC initiative and the structure of psychopathology. Psychophysiology, 53(3), 351-354.

Krueger, R. F. and Eaton, N. R. (2015). Transdiagnostic factors of mental disorders. World Psychiatry, 14, 27-29.

Kutcher, S. and Wei, Y. (2012). Mental health and the school environment: Secondary schools, promotions and pathways to care. Current Opinion in Psychiatry, 25(4), 311-316.

Leclerc, C., Lesage, A. and Ricard, N. (1997). Pertinence du paradigme stress-coping pour l’élaboration d’un modèle de la gestion du stress des personnes atteintes de schizophrénie. Santé mentale au Québec, 22 (2), 68-91.

Lecomte, T. and Leclerc, C. (2006). Manuel de réadaptation psychiatrique. Sainte-Foy: Presses de l’Université du Québec.

Ministère de la Santé et des Services Sociaux (2005). Plan d’action en santé mentale 2005-2010. La force des liens. Santé et Services Sociaux, Québec.

Shanker, S. G. (2012). Calm, Alert and Learning: Classroom Strategies for Self-Regulation.  Toronto: Pearson.

Vitaro, F. (2000). Évaluation des programmes de prévention : Principes et procédures. In F. Vitaro and C. Gagnon (eds). Prévention des problèmes d’adaptation chez les enfants et les adolescents. Tome 1 : Les problèmes internalisés. Sainte-Foy: Presses de l’Université du Québec.

Meet the Expert

Jonathan Bluteau

Jonathan Bluteau

Jonathan Bluteau est psychoéducateur et professeur au Département d'éducation et de formation spécialisées de la Faculté des Sciences de l’éducation à l’Université du Québec à Montréal. Ses travaux portent sur la conception et l'évaluation de programmes d'intervention auprès des jeunes en difficulté d'adaptation. Il s’intéresse notamment à l'influence du stress sur la santé mentale et les troubles d'adaptation. 

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