Abstract
Accept the challenges so that you can feel the exhilaration of victory.
George S. Patton
Metamorphosis is a word that most likely conjures up an image of the humble caterpillar undergoing the remarkable change that results in the beauty of the light and colourful butterfly that hovers gracefully and rests upon garden foliage. However, reaching that light and beautiful state requires a process of change and also challenge — even a time of seclusion — before the final metamorphosis takes place. While many individuals may be uncomfortable with change and the challenges associated with it, to effectively move forward and successfully accomplish that which is required to benefit society collectively, and schooling and education specifically, it is necessary to choose to embrace the relevant changes and in doing so, rise to meet the accompanying challenges. This publication endeavours to do just that.
Mental Health and Wellbeing Through Schools consists of six main sections: an overview of the challenges; challenges for organisations and leaders; challenges for teachers; the challenges and opportunities of new technologies; targeted interventions; and finally, reflections. With a total of 16 chapters set within the key sections, together with a wide range of international contributors, this publication focuses on current challenges in education, with specific reference to mental health and wellbeing. The various challenges facing organisational leaders and teachers are significant. They are multifaceted and require a unified and well-managed approach to respond in a culturally competent, professional, and practical manner to suitably meet the increasing needs of students and their families. The reader is invited to consider not only the multiplicity of challenges, but also the complexity of each one.
Mental Health and Wellbeing Through Schools is presented in a well-structured, easy-to-read format. Each chapter provides a brief introduction to the challenge to be discussed, followed by pertinent background information and implications for education. An interesting and practical range of solutions is offered to assist practitioners to find a way forward and ultimately overcome the presenting challenge. For example, Chapter 8 addresses psychological wellbeing and the use of the internet in adolescence, and considers issues surrounding peer relationships (both online and offline), time and activities related to internet usage, and also risk and positive behaviours, before offering a few suggestions regarding best practice. Chapter 9, also part of the New Technology section of the publication, presents the option of providing online, web-based CBT as a means by which interventions may be made more accessible for young people in need of such support and assistance, while Chapter 10 covers information relating to cyberbullying and a selection of responses designed to create a safe online learning environment.
Section 5, Targeted Interventions, includes chapters on autistic spectrum disorder (Chapter 12), youth suicide (Chapter 13), and depression (Chapter 14), three areas of particular relevance to young people. Each of these chapters openly acknowledges the complexity of the issue discussed and offers some suggestions for the future, highlighting ways in which the school environment may become better equipped to support students experiencing such difficulties.
Mental Health and Wellbeing Through Schools is well researched and thoughtfully presented. It contains a range of information that is relevant to members of the entire school community, including those involved in organisational and administrative functions and/or classroom teaching. This publication could easily be read either from beginning to end or in a more selective format, depending on the specific interests or needs of the reader. A resource copy for the staff library would certainly prove useful, while individual sections or chapter content may be utilised as a basis for staff discussion when planning future strategies.