Description
Throughout the program, you have been working to create an e-Portfolio. Save the link to the completed e-Portfolio to a Word document and submit the Word document.
You are not required to submit this assignment to LopesWrite. Here are some directions regarding how to create an E-portfolio:
1) Create a Folder of Site Materials first
This walks you through how to set up the correct permissions for your site. This is where you will gather all your documents. Start a brand new folder in your gmail account. Upload your materials to your google drive into this new folder. Right click the folder, click on get shareable link. Change to anyone with the link.
2) Then, create your E-Portfolio – How to create a Portfolio
https://www.youtube.com/watch?v=WUmsY6UGA7I 14 mins
This walks you through the actual creation of the E-portfolio site.
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Social Work Capstone Analysis Paper
Option 2: Program Evaluation
Sharon D. Pridgen
Grand Canyon University
SWK 690 Capstone
Julie Orme
December 6, 2023
2
Social Work Capstone Analysis Paper
Option 2: Program Evaluation
Literature Review
Depression, a rampant mental health issue, impacts seriously on individuals and communities
globally by affecting around 5% of adults worldwide (WHO, 2023). This psychological problem
goes beyond emotional suffering to deteriorating physical well-being, broken relationships, and,
in rare cases, death through suicidal tendencies (Dowling et al., 2019; Taylor et al., 2017). The
issue of public health is further complicated by poor access to effective treatments, including
social discrimination about the illness and inadequate investments in healthcare. Whiteford et al.
(2015) contend that mental disorders are a global burden demanding comprehensive approaches
to this public health crisis. Meanwhile, Sanchez et al.’s (2018) meta-analysis of school-based
mental health services among elementary school children shows promising results as an effective
early intervention strategy. The article by Ramirez (2014) aims to investigate the relationship
between academic performance and school-based mental services because it demonstrates how
mental health affects educational outcomes.
Reiss (2013) explores how socioeconomic disparities impact children’s and adolescents’ mental
ill health, thus going below surface-level literature reviews. Henceforth, policymakers need to
prioritize social determinants if the gap between different class groups is to be reduced while
tackling mental illness at the same time. Green et al.’s (2021) research provides insights into the
efficacy of classroom-based SEL programs, which may help foster healthy emotional
development during puberty. Weare’s (2010) research on SEL’s connection to mental wellness
comes from a theoretical perspective that could be useful for understanding what might happen if
they were formalized in schools and other institutions. A combination of these articles
emphasizes that schools should provide evidence-based interventions for students with mental
illnesses and develop early preventive measures.
Educational settings still face challenges even though some progress has been made toward
solving mental health problems there. The study by Sanchez et al. (2018) reiterates the
effectiveness of school-based mental health services for elementary-aged children, thereby
calling for future research and evidence-based practice. Weare (2010) recognizes the
complexities of integrating mental health and social-emotional learning (SEL), indicating how
challenging it is to navigate these fields. It implies that School-based interventions like those that
promote social and emotional learning can reduce mental illness’s impacts on different persons,
hence demanding a comprehensive approach for individuals and communities (Feiss et al., 2019;
Duong et al., 2021). It thus requires more research and coordinated efforts towards improving the
quality of mental healthcare services primarily available within educational institutions.
Description of Program
The MindOut program has articulated specific goals and objectives to enhance the social and
emotional well-being of adolescents aged 15-18 in Irish post-primary schools. Their primary
objectives revolve around promoting social-emotional skills, preventing mental health issues,
and improving academic performance among participants (Dowling et al., 2019). This universal
program delivered by teachers at school aims to help students become better decision-makers
about their health, personal lives, and social development. As such, the impact of MindOut
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extends beyond individual students to encompass staff, parents, and the wider community, thus
promoting holistic social and emotional development within post-primary schools. This focus on
SEL is essential because it targets an age group where this skill set is critical. The MindOut
program offers specific avenues for SEL. It comprises activities and resources for students
tailored to improve their social and emotional skills in general. For instance, interactive
workshops and group activities focus on building self-awareness, self-management, social
awareness, relationship management, and responsible decision-making skills among participants.
These activities are designed for meaningful student engagement in the learning process and
creating a supportive environment leading to the development of significant life skills.
To review a program appropriately, it is necessary first to study its structure, as Dowling et al.
(2019) indicated. Whole-school strategies are used by MindOut, ensuring that social and
emotional development is integrated into multiple levels. In addition to students, both teachers
and parents are supported through resources made available by the inclusive program. This
inclusive framework allows for a more nuanced assessment of program outcomes, given how
different educational ecosystem actors relate. One critical aspect of any program assessment
involves setting goals or objectives that can be identified and measured directly. Therefore,
among other primary goals, MindOut’s primary goals include promoting social-emotional skills,
prevention through mental health interventions, and academic improvement in participants’ lives
(Dowling et al., 2019). These objectives are considered when assessing whether or not the stated
benchmarks have been achieved. For example, self-esteem, emotional intelligence, coping skills,
interpersonal competence, and mental well-being can be accessed via standardized measures or
surveys the program implements. These measurable outcomes that align with the goals help
assess how effective a program is.
Besides quantitative methods such as surveys, qualitative approaches, including focus groups
and interviews, may be used to capture participants’ experiences. Such qualitative data can better
understand how the program affects students’ social-emotional development. Quantitative
findings could be complemented by open-ended questions about benefits experienced, challenges
encountered, and improvement areas noted. Furthermore, the collaborative character of the
program, which incorporated young Irish people and teachers in its development (Dowling et al.,
2019), also highlights inclusivity and relevance to culture. This aspect should be considered
when doing a program assessment to consider cultural nuances, contextual relevance, and the
program’s adaptability to the diverse needs of the target population.
Regarding program assessment, educators need to consider any difficulties they might face or
ways to improve it. There may be certain impediments or drawbacks faced during the creation
and running process, which Dowling et al. (2019) could share about the MindOut system. It
would lead to a much more sophisticated evaluation that pinpoints areas for refinement or further
support if necessary. In addition, gathering feedback from survey questionnaires given by
participants and conducting feedback sessions with other stakeholders, such as teachers, would
offer insights on whether certain aspects need further attention in the curriculum. For instance,
does MindOut have the growth potential? One must examine what happens beyond intervention
timeframes in participants’ lives to answer this question. Longitudinal assessments monitor
growth in social-emotional skills as reflected in mental health changes over time, and academic
attainment levels, among others, help establish sustainability over long periods.
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Furthermore, there is a need to explore the possibilities of expanding the program to other
educational settings or regions to determine their broader applicability and contributions towards
global and national initiatives towards adolescent well-being. Hence, the assessment founded on
the goals and objectives of the program provides a comprehensive understanding of how it
influences student development, mental health, and academic performance. Hence, MindOut
uses quantitative and qualitative approaches for an all-inclusive approach to enhancing the wellbeing of older adolescents within the education system.
Program Assessment
The MindOut program demonstrates a robust logic model that aligns well with its objectives and
goals. It reflects a holistic approach to enhancing adolescents’ social and emotional well-being in
Irish post-primary schools. The idea behind the multifaceted approach is to utilize various
methods to build social and emotional skills, prevent mental illnesses, and raise academic
performance among participants. It has a clear structure and sets out inputs, activities, outputs,
outcomes and impact. The amount of information is also a significant consideration, with
resources poured into training educators and designing tailored interventions and developmentspecific materials for students. Specific activities planned under the program–interactive
workshops, group sessions and customized resources directly concentrate on raising social and
emotional competence among participants. These activities are intended to stimulate selfawareness, the ability to manage oneself and build relations with others responsibly.
Increased participant involvement, incorporating SEL into school curricula and more excellent
teacher and parent support through accessible resources are obvious ways to see program
outputs. The results on different standardized scales and surveys show improvements in selfesteem, emotional intelligence, coping skills, interpersonal competencies, and participants’ wellbeing. The program has immediate positive impacts on participants’ social and emotional skills.
However, to evaluate its long-term effectiveness, further elucidation is required. However, it is
essential to monitor the progress of their participants after a course ends to determine whether
they continue showing improvement in emotional well-being, mental health resilience and
educational achievements. Although the MindOut program successfully meets its short-term
goals and achieves immediate outcomes, a more comprehensive longitudinal evaluation should
supplement this to gauge their long-term impact on mental health and adolescents’ overall wellbeing.
A thorough needs assessment strategy is used in this sense to check the scheme’s performance
and further amend the applied measures. For this reason, it depends on using focus groups,
surveys, and interviews of participants, educators, and other stakeholders for feedback provision.
However, focus groups are better for the dynamic exploration of experiences and perceptions,
and quantitatively based analysis is a survey. Interviews allow for more qualitative depth than
quantitative studies investigating intricate dimensions, enhancing the assessment process.
Nevertheless, although the program has laudable objectives and solid evaluation procedures,
there are some difficulties and limitations. A well-established problem exists of tailor-made
support to students with sophisticated social and emotional features. Such a limitation shows that
the program may face a challenge in serving the varied needs of its target adolescent youth
grouping. Addressing this gap might necessitate added resources, teacher education, or
cooperation with specialized psychologists to promote a universal approach toward all learners.
Theories and Evidence-Based Interventions that Inform the Program
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The MindOut program is underpinned by the CASEL (Collaborative for Academic, Social, and
Emotional Learning) Social and Emotional Learning (SEL) Framework, a robust and evidencebased model supporting its interventions. The framework emphasizes emotional and social skills
development as a means of bettering mental health while reducing the risk of mental disorders
like depression (Clarke et al., 2015; Taylor et al., 2017). CASEL’s SEL Framework provides a
holistic approach to nurturing essential social and emotional competencies among school-going
children. It comprises five central areas: self-awareness, self-management, social awareness,
relationship building, and responsible decision-making. According to the MindOut program, this
framework helps when creating interventions. Notably, the program aligns with CASEL’s selfawareness competency by assisting students to understand their emotions and triggers. For
example, workshops and activities at MindOut teach students self-regulation skills that help them
constructively control their feelings. Activities that promote empathy, together with accepting
different opinions, are used to enhance social awareness. Collaborative learning activities that
encourage effective communication and teamwork improve relationship skills. Lastly, critical
thinking underscores responsible decision-making, which keeps young people informed about
health matters, personal lives, and even social development.
This theory aligns with current research that emphasizes the effectiveness of school-based
interventions for promoting emotional and social skills development. The works of Clarke et al.
(2015) and Taylor et al. (2017) support the idea that promoting these skills leads to better mental
health and reduced risk of mental health diseases, such as depression. The theoretical foundation
of the CASEL SEL Framework suits this initiative by providing a well-structured and evidencebased approach to developing targeted social and emotional competencies among adolescents
who are grown up. Additionally, the CASEL SEL Framework enhances the programs’ efficacy
through its systematic intervention design framework. This holistic approach to social-emotional
learning involves an integrated way of addressing different aspects of emotional management
with developmental stages as specified by the framework. The program uses this sequential
progression in tailoring interventions to tap into the unique needs of older adolescents. It
includes workshops and activities that gradually increase self-awareness or self-management
capabilities throughout a trajectory matching CASEL’s framework.
Additionally, through the integration of CASEL, we get personalized treatment plans within the
MindOut Program. Educators can tailor support based on each student’s unique strengths and
challenges by aligning interventions with specific competencies. For instance, there may be a
student needing lower levels of self-awareness who would receive focused activities to enhance
it in line with CASEL’s system model. Therefore, this framework guides educators in creating
interventions that meet individual needs within a broader social-emotional context.
Also, this CASEL SEL Framework is, among other things, designed to promote a positive school
climate for MindOut program participants, making it more inclusive at the same time. Research
has established that supportive school environments are vital for good psychological health
(Green et al., 2021). Among other things grounded in the CASEL framework are some activities
undertaken by the program to develop emotional intelligence-driven school cultures that care
about effective communication and empathy. These elements are also aimed at facilitating the
growth of social and emotional skills among participants as well as fostering mental healthconducive environments. Additionally, CASEL’s SEL Framework gives the program a solid
basis for ongoing evaluation and improvement. The program can measure the targeted
competency in a structured way over time, due to which enough information can be received.
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Regular assessments based on the framework’s core competencies identify strengths and areas
needing more attention or rounds of revisiting to make these evaluations accurately represent
what they stand for. This feedback loop driven by principles from CASEL allows the MindOut
program to remain adaptive to the changing needs of teenagers, thus maintaining its effectiveness
and flexibility.
Impact of Culture, Diversity, and Oppression
The MindOut program is designed to be culturally relevant and inclusive – a commitment to this
ideal has been made through consultations with young Irish people and teachers. The objective is
that the program should not just be suitable for its target age group but should also respond to the
cultural specificities of older Irish teenagers. The program adopts a comprehensive approach by
incorporating content that explicitly recognizes and addresses issues regarding gender, sexual
orientation, age, social class, race, ethnicity, and disability to embrace diversity problems. For
instance, in the content of this program, some modules and activities explicitly talk about diverse
gender identities and sexual orientations. These sessions aim to offer support to all individuals
without restriction on how they choose their gender or their sexual orientation. Also, discussions
and activities around age become part of this program to generate awareness and sensitivity and
challenge stereotypes.
In a situation where each case stands on its merit, cultural sensitivity must be considered when
planning treatment. The project realizes that different people draw upon distinct cultural
backgrounds, so it is supposed to be sensitive and accommodate individual diversities in
treatment planning. For example, if a participant belongs to a particular ethnic group, their
treatment plan may involve culturally relevant activities that resonate with this identity or
counselling approach. It ensures that the program’s impact is practical and respects the
individual’s cultural background, thus supporting a more meaningful and personalized
intervention. By being proactive on the issues linked to diversity in addressing individual cases
through cultural competence, the MindOut Program intends to make it reach many participants,
hence becoming an accessible resource beneficial for most heterogeneous people. Therefore, it
ensures that this program includes everybody, regardless of race or ethnicity.
Ethical Considerations
The MindOut program study has been conducted following stringent ethical standards, as
exhibited by obtaining ethical approval from the Research Ethics Committee at the National
University of Ireland Galway. In addition, the study’s human participant procedures were
carefully aligned with the ethical standards set out by the 1964 Helsinki Declaration. For
instance, written informed consent was obtained from all participants in this study. Passive
parental consent was also secured to ensure transparency and respect for participants’ autonomy.
These protocols on ethics highlight the commitment to informed consent and participant wellbeing. Within a single case analysis, participants were dealt with within an ethical framework
where they were fully aware of the nature and purpose of their involvement. Communication was
clear to allow voluntary and informed consent from participants. Moreover, there were measures
to ensure confidentiality and privacy of participants, mainly since mental health information is
confidential.
Ethical considerations underpinned the entire process of program evaluation. In doing so, it was
considered that evaluation methods and tools should respect participants’ rights and well-being.
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Possible dangers or discomforts connected with participation were weighed carefully against
evaluation benefits. Ethical dilemmas were continuously addressed through participant
communication, emphasizing their freedom to withdraw without any consequences at any stage
they felt like doing so. A broader ethical dilemma may emerge when reconciling the necessity
for detailed individual case analysis with maintaining anonymity about participants’ identities. It
was done by strictly protecting data while anonymizing individual cases as much as possible.
Solutions included using aggregate data for reporting purposes and employing secure data
storage practices.
Evaluation
The agency provided insights into its evaluation procedures, citing qualitative and quantitative
methods. MindOut collects data on the program’s impact, such as participants’ emotional
intelligence, self-esteem, coping skills, interpersonal competence, and overall mental well-being.
The agency regularly uses validated tools and instruments like the Rosenberg Self-esteem Scale,
Trait Meta-Mood Scale, Coping Strategy Indicator, Adolescent Interpersonal Competence
Questionnaire, and the Warwick Edinburgh Mental Well-being Scale. These assessments aim to
gauge the effectiveness of the program’s interventions and measure participants’ progress in
terms of social and emotional development. The Rosenberg Self-esteem Scale was used to
evaluate self-esteem, one of the most critical aspects of social and emotional development. In
terms of reliability, this scale is prevalent; thus, it contributed to a better understanding of how
participants perceive themselves and their confidence levels. Moreover, the Trait Meta-Mood
Scale was employed to measure emotional intelligence, another vital part that must be considered
during evaluation. This instrument enabled researchers to understand participants’ ability to
regulate and understand emotions more sophisticatedly than emotional well-being and selfawareness.
The coping Strategy Indicator was used to assess coping skills required by adolescents in dealing
with the challenges. The DSTRESS approach has been proven helpful in examining how resilient
one can become under stressful conditions. It measured the effectiveness of various stress
responses employed by individuals necessitated by stress, offering an understanding of their
resilience and adaptive capacities. Accordingly, interpersonal competencies were also covered
through the Adolescent Interpersonal Competence Questionnaire for measuring influence
assertion and conflict resolution by those being studied. Hence, this gave an all-round
examination of MindOut’s social skills for its effect on personal relationships to be understood
well enough. Similarly, the 14-item Warwick Edinburgh Mental Well-being Scale assessed
positive mental health and overall well-being among respondents. That measure offers a more
complete assessment of the participant’s well-being beyond a narrow focus on ill health so far; it
captures dimensions related to positive aspects of mental health.
The agency also stated that it receives federal funding and must gather data to determine whether
it is effective as a condition of receiving funds. The collected data is used for reporting and to
fulfil grant obligations. The agency needs to improve its assessment methods. There should have
been some mention of longitudinal assessments to track sustained increases in social-emotional
skills or provide follow-ups to evaluate the program’s lasting impact beyond the immediate
application period. The agency was aware of this limitation and indicated an interest in doing
longitudinal evaluations to track participants ‘development over time and the program’s lasting
impact. Furthermore, MindOut expressed interest in including other tests dealing with conduct
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changes and academic achievement due to higher emotional well-being. Inputs included using
school records to follow academic accomplishments and taking joint action with the various
educational institutions to obtain more detailed data.
Policies that Impact the Program
The MindOut program represents a crucial intervention aimed at evaluating the impact of Social
and Emotional Learning (SEL) programs on a demographic that often faces systemic neglect—
older adolescents from disadvantaged backgrounds in Ireland. It is important to note that older
adolescents are often overlooked in programming and evaluation studies, leading to a significant
gap in understanding and addressing their unique social and emotional needs. The program
operates within the micro-level policy framework of individual schools, consistent with these
institutions’ localized initiatives for improving social-emotional learning. At this level, the
approach acknowledges that the school environment is essential in shaping adolescents’ socialemotional development. MindOut complements other school initiatives by ensuring that
interventions are targeted and appropriate for the context, paving the way for a supportive
environment where older adolescents can traverse their challenges.
Several fundamental changes and strategies are necessary to disseminate the MindOut program
extensively on a macro level. Firstly, the key is the involvement of government policymakers. So
that MindOut and SEL programs can be incorporated into national education policies, advocacy
needs to expand. It covers lobbying, proving the program’s effectiveness and many advantages
for teenage health. Secondly, outreach to mental health and educational groups and national
campaigns would aid in promoting MindOut. They must appeal to educational institutions,
parents, community organizations, and mental health advocates. Thirdly, comprehensive training
modules and materials must be produced for educators and school administrators. It means
students can integrate MindOut smoothly into the curriculum. Adequate financial and human
resources are also needed for training sessions, program materials, and continuing assistance.
The program can enhance its credibility and attract educational stakeholders and policymakers
by constantly researching and evaluating positive effects and publications in academic
publications and policy briefs. Partnerships with national educational institutions and exchanges
of experiences and best practices can further enhance takeup. We must press for government
financing and subsidies to school SEL programs. Such work covers budget campaigns and
applications for educational mental health funds. Lastly, pushing for social and emotional
learning in the national educational standards and assessments is essential. When SEL initiatives
like MindOut mesh with academic requirements, they are integrated and prioritized in school.
These macro-level adjustments would expand MindOut’s influence and get older teens on board,
improving their social well-being.
However, this program overcomes this cavity at the mezzo level by closing a wider research
intervention gap for marginalized young people. Mental health risks are increased among
underprivileged teenagers who have limited access to resources supporting social and emotional
skills. MindOut would like to mitigate this problem by providing specialized responses to unique
challenges deprived youth face. This mezzo-level focus recognizes how social and emotional
learning reaches beyond classroom boundaries, thereby affecting adolescents’ overall well-being
within communities. In sum, the MindOut program works at the micro level within individual
schools while also filling the mezzo-level gap in research and intervention for disadvantaged
youth; thus, it not only helps improve social and emotional competencies among older
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adolescents but also calls for changes in existing systems that promote their well-being since
such policies alienate them in both policy areas and research.
Implications and Recommendations for Future Practice
After a deep and insightful experience in completing this program analysis, the complexities of
the measurement terms encountered during the study, including those found in the technique of
social and emotional learning programs, have been a great challenge. However, this highlights
how important it is to have interventions on some pervasive social issues. It, therefore, calls for
action from all relevant stakeholders, such as policymakers and practitioners in social work, who
should develop and implement interventions that can improve the well-being of less fortunate
people. The complexity of the measurement terms also serves as a practical insight for social
work practitioners and policymakers. It emphasizes that program evaluations need to use
measures that are accessible and understandable. Simplifying measurement tools can enhance the
feasibility of assessments, ensuring that practitioners can effectively assess program outcomes
and make informed decisions based on the results.
There are two key areas where interventions could be focused.
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•
Primarily, long-term outcomes need to be given more importance. In addition to
immediate changes, social-emotional learning programs must have lasting effects for
one’s well-being to remain stable. Future interventions should incorporate measures that
capture the lasting impact on participants, providing a more comprehensive
understanding of program efficacy.
Secondly, there is a need for interventions to use objective measures as well as
independent evaluations. These will help improve credibility and reliability when
evaluating these programs. Employing independent evaluators can mitigate biases and
offer an impartial assessment of the program’s impact. Objective measures, validated and
standardized, contribute to the robustness of the evaluation, ensuring that findings are
reliable and can be extrapolated beyond the specific context of the program.
These recommendations also imply a shift towards more inclusive and longer-term planning by
social workers when looking at such issues within their communities. Policymakers should
consider incorporating guidelines that advocate for objective measures and independent
evaluations while assessing the effectiveness of social-emotional learning programs, thus helping
them respond better regarding the impact of these programs. In this way, practitioners’ and
policymakers’ collective efforts can result in more impactful interventions for social and
emotional well-being.
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References
Clarke, A., Morreale, S., Field, C.-A., Hussein, Y., & Barry, M. (2015). What works in
enhancing the development of social and emotional skills during childhood and
adolescence? A review of the evidence on the effectiveness of school-based and out-ofschool programs in the UK.
https://assets.publishing.service.gov.uk/media/5a809c17e5274a2e87dbaca5/What_works
_in_enhancing_social_and_emotional_skills_development_during_childhood_and_adole
scence.pdf
Dowling, K., Simpkin, A. J., & Barry, M. M. (2019). A Cluster Randomized-Controlled Trial of
the MindOut Social and Emotional Learning Program for Disadvantaged Post-Primary
School Students. Journal of Youth and Adolescence, 48(7), 1245–1263.
https://doi.org/10.1007/s10964-019-00987-3
Duong, M. T., Bruns, E. J., Lee, K., Cox, S., Coifman, J., Mayworm, A., & Lyon, A. R. (2021).
Rates of mental health service utilization by children and adolescents in schools and other
standard service settings: A systematic review and meta-analysis. Administration and
Policy in Mental Health and Mental Health Services Research, pp. 48, 420–439.
Feiss, R., Dolinger, S. B., Merritt, M., Reiche, E., Martin, K., Yanes, J. A., … & Pangelinan, M.
(2019). A systematic review and meta-analysis of school-based stress, anxiety, and
depression prevention programs for adolescents. Journal of youth and adolescence, 48,
1668-1685.
Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon‐Reece, B. (2021). Social and
emotional learning during early adolescence: Effectiveness of a classroom‐based SEL
program for middle school students. Psychology in the Schools, 58(6), 1056–1069.
Ramirez, J. (2014). The relationship between school-based mental health services and academic
achievement.
Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and
adolescents: a systematic review. Social science & medicine, pp. 90, 24–31.
Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018).
The effectiveness of school-based mental health services for elementary-aged children: A
meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry,
57(3), 153-165.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth
Development through School-Based Social and Emotional Learning Interventions: A
Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171.
Weare, K. (2010). Mental health and social and emotional learning: Evidence, principles,
tensions, balances. Advances in school mental health promotion, 3(1), 5–17.
Whiteford, H. A., Ferrari, A. J., Degenhardt, L., Feigin, V., & Vos, T. (2015). The global burden
of mental, neurological and substance use disorders: an analysis from the Global Burden
of Disease Study 2010. PloS one, 10(2), e0116820.
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WHO, (2023). Depression – World Health Organization (WHO). https://www.who.int/healthtopics/depression#tab=tab_1
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