ORCID Profile
0000-0002-0528-2620
Current Organisation
Monash University
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Nanomaterials | Nanotechnology | Composite and hybrid materials
Publisher: Informa UK Limited
Date: 20-03-2022
Publisher: Elsevier BV
Date: 11-2017
Publisher: Informa UK Limited
Date: 03-07-2015
Publisher: Frontiers Media SA
Date: 04-02-2019
Publisher: Informa UK Limited
Date: 24-01-2023
Publisher: Informa UK Limited
Date: 26-09-2023
Publisher: Springer Science and Business Media LLC
Date: 18-06-2016
Publisher: Informa UK Limited
Date: 18-04-2022
Publisher: JMIR Publications Inc.
Date: 24-07-2023
Abstract: hildren's mental health is a public health priority. In Europe, 1 child in 5 under the age of 12 suffers from a behavioral, developmental or psychological disorder. Mental Health Literacy (MHL) is a modifiable determinant of mental health. The “Child Focused Mental Health Literacy Model” describes the six dimensions of MHL in children: (1) understanding of mental health and recognition of its fluctuations (2) help-seeking actions (3) supports available (4) influences on mental health (5) coping and resilience and (6) stigma. Very few interventions exist to promote MHL in children. Moreover, these interventions have not been evaluated using a rigorous design. Indeed, a validated scale measuring children’s MHL does not exist. his study has the dual objective of (1) co-creating and evaluating an intervention on children's MHL and (2) developing and validating a scale that measures children's MHL. e study he population of children 8-11-year old in primary school classes in urban and rural areas, private and public, in priority education areas. Through a participatory research approach, we will organize several meetings and focus groups with members of the project teams, children, parents, teachers, and two artists. We will co-create a program composed of several objects (educational kit, videos, etc.). In parallel, the artists will draw with children the items of a first version of the scale. The program will be evaluated in 5 classes by observations, interviews and satisfaction questionnaires with the aim of testing its viability. The scale will be administered to 300 children and psychometric analyzes will be carried out to validate the scale. A cluster randomized controlled trial will be conducted in a minimum of 20 classes to evaluate the program. As the primary endpoint, we will use the score of the CHILD-MHL scale. Additional interviews will complete the mixed-methods evaluation. he first part of the intervention is the pedagogical kit Le Jardin du Dedans®. We also have a handbook which is addressed to teachers in order to sensitize them to children’s mental health problems. In a supplementary leaflet of 5 pages, children acquaint with the notion of MHL. Finally, 56 items of the MHL scales as well as the list of existing education policies for children’s mental health have been already identified. he intervention could be extended to several schools in France and elsewhere. The participation of foreign partners will provide the possibility of translating the intervention. The scale will be the first in the world to measure children's MHL. It will be used to evaluate interventions, but also to provide data for decision-makers for including MHL in all educational policies.
Publisher: Elsevier BV
Date: 08-2017
Publisher: Informa UK Limited
Date: 30-03-2016
Publisher: Springer Science and Business Media LLC
Date: 21-01-2023
DOI: 10.1007/S10648-023-09725-5
Abstract: Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth.
Publisher: Elsevier BV
Date: 2015
Publisher: Wiley
Date: 25-07-2015
DOI: 10.1111/CFS.12086
Publisher: MDPI AG
Date: 15-12-2018
DOI: 10.3390/BS8120115
Abstract: Despite the growing interest in differences in thinking, much less is known about differences in how children think and how they come to think. The aim of this scoping review is to map out the key concepts underpinning the conceptual boundaries of children’s (5–12 years of age) in idual differences in thinking. The scoping review identified eight papers for analysis all of which were set in an educational context. The findings presented inconclusive results regarding learning and thinking differences related to students’ academic achievement. This review has identified two main drawbacks with this research area. Firstly, there is little consensus between the models employed to understand the different ways children think. To further place these findings into context we look at conceptualisations of in idual differences, where in iduality is considered a process of stable characteristics interacting with more dynamic structures. This analysis highlights the second drawback, previous research has solely focused on exploring thinking characteristics that are not stable and are therefore subject to change depending on the context. The review found that there is little to no research which explores thinking preferences in children that are consistent across contexts and time. Moreover, there was no research identified that explored the impact of differences in thinking outside the educational domain, such as children’s wellbeing. Further research is required to identify the more stable characteristics that reflect and capture children’s different ways of thinking.
Publisher: MDPI AG
Date: 26-10-2017
Publisher: JMIR Publications Inc.
Date: 05-10-2023
DOI: 10.2196/51096
Publisher: Informa UK Limited
Date: 08-02-2023
Publisher: Informa UK Limited
Date: 18-09-2023
Publisher: Elsevier BV
Date: 12-2018
Publisher: University of Massachusetts Medical School
Date: 26-03-2018
Start Date: 2023
End Date: 12-2025
Amount: $431,318.00
Funder: Australian Research Council
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