Navigating Students' Mental Health in the Wake of COVID-19: Using Public Health Crises to Inform Research and Practice

Description

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students’ mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students’ mental health, and unpack how best to deal with the aftermath of the pandemic. Cover Half Title Series Page Title Page Copyright Page Contents Figures Tables Series Editor's Foreword References Preface References Acknowledgments Contributors 1. A Sketch of the Problem Purpose of The Remaining Pages of the Chapter Applying Concepts of Ecological Systems Theory COVID-19 as an Ecological Disruptor: An Illustration of Disruption Where Do We Go From Here? Practitioner-Partnership Models Researchers Public Policy and Policy-Makers Conclusion References 2. Addressing the Need for Research into the Effects of COVID-19 on Teachers and Students General Effects of the Pandemic Instructional Issues Instructional Issues in Special Education Social/Emotional/Behavioral Issues Social/Emotional/Behavioral Issues in Special Education Logistical/Practical Issues in Virtual and In-Person Teaching Logistical/Practical Issues in Inclusive and Special Education Students' Views Collaboration with Others Personal Issues for Teachers Lessons Learned and Hope for the Future Students' Perceptions of Positive Outcomes Other Possible Positive Outcomes References 3. Virtual and Personal Academic Instruction and Behavior Management Effective Instructional Practices Explicit Instruction Active Student Engagement Feedback Impact of COVID-19 on Effective Instruction Learning and Instruction Infrastructure and Staffing Engagement and Social-Emotional support Addressing the Problem Short-Term Long-Term Behavior Management Positive Management Strategies Antecedent Approaches Behavior Management as We Emerge From the Pandemic Concluding Thoughts References 4. How COVID-19 Worsened the Mental Health Problems of Incarcerated Youth Mental Health Needs Among Incarcerated Youth COVID-19 Quarantine Mimics Solitary Confinement Juvenile Correctional Facilities Are Breeding Ground for the Spread of COVID-19 Closures and Restrictions on Visitations to Prevent Spread of COVID-19 COVID-19 Quarantine: Necessary but Harmful to Incarcerated Youth Fear of Becoming Infected with COVID-19 Suspension of Educational Programs Technology Use in Juvenile Correctional Facilities Conclusion References Appendix A: Feature Box: A look into juvenile correctional facilities in the United States How has COVID-19 affected youth and staff? What did COVID-19 alter in the daily routine as you had to shelter in place? What programs run differently? How? What has surprised you? Inspired you? I heard the girls sewing masks? Greatest challenges related to COVID-19 What do you want the outside community to know about the correctional staff? Appendix B: Feature Box: A look into a prison for minors in Costa Rica What are the implications of these three measures for incarcerated youth? Appendix C: Feature Box: A look into juvenile correctional facilities in Mexico Quintana Roo Girls incarcerated 5. School and Community Reforms that Help Navigate the COVID-19 Crisis Pandemic and Mental Health in Schools School-Based Mental Health Evidence-Based Practices The Role of a Tiered Systems as a Prevention Framework for Schools Provision of a Continuum of Prevention and Interventions Efforts Systematic Universal Screening Procedures Targeted Social and Emotional Learning Programs Illustration at Tier 1 for Supporting Students' Mental Health Illustration at Tier 2 for Supporting Students' Mental Health Illustration at Tier 3 for Supporting Students' Mental Health Considerations for Schools for the Successful Implementation of SMH Supports Partnerships with Policymakers, Medical Professionals, and Community Agencies Conduct Universal Screening Procedures Communicate with Families Professional Learning Community-based Factors that Contribute to Successful Implementation of SMH Supports Collaboration and Integration Mental Health Literacy and Community Awareness Consistent Language Integrated Networks Resource Mapping Data Sharing Digital Services Training & Staffing Engaging Youth Funding Policy and Legislation Summary References 6. Students' Mental Health Issues in Europe and Other Countries Germany Impact of the COVID-19 Pandemic on Schools, Child, and Youth Welfare Impact on Children and Adolescents Including those with Mental Health Issues Implications for the future Greece Impact of the COVID-19 Pandemic on Greek schools and students Impact of the COVID-19 Pandemic on Students' Mental Health Pandemic Lessons Netherlands Impact of School Lockdowns on Children's Mental Health Impact on Vulnerable Groups of the Pandemic and Measures to Control the Pandemic Deficits in the Dutch Mental Health System and Possible Solutions Portugal Mental Health Problems of Children and Youth in Portugal: Pre-pandemic Studies Mental Health Problems of Children and Youth in Portugal: Pandemic Studies and Interventions Tanzania and Vietnam Effects of COVID-19 at the Individual Level Effects of COVID-19 at the Household Level Effects of COVID-19 at the School Level Effects of COVID-19 at the Community Level Recommendations Relevant to all Countries Conclusion References 7. Preparing for Future Pandemics: A Science-Backed, Human-Centered Framework Introduction The COVID-19 Pandemic and the Concurrent Mental Health Pandemic COVID-19 Lessons Uniting for Planning, Preparedness, and Action: Declarations of Urgency Preparing for Future Pandemics: A Science-Backed, Human-Centered Framework Size Climate, Culture, and Psychological Safety Knowledge and Expertise Interval-Based Approach Shared Values and Dispositions Advocate for Mental Health Equity and Access Stigma Engage in Strategic, Culturally Responsive, Action Planning Needs Assessment and Resource Data Comprehensive, Coordinated School-Based Mental Health Providers and Recipients Delivery Communication and Content Tailored, Tiered Dissemination Accessibility Coordinate, Collaborate, and Translate Planning into Action Implementation + Improvement Sciences Monitor and Evaluate Effectiveness Research-Practice Partnerships Plan-Do-Study Act (PDSA) Cycles Summary: A Call to Action References 8. Summing Up What We Know—And What We Don't The Knowledge Context What We Don't Know. What We Know References Index