How Middle School Teachers Deal With Mental Health Concerns - Essay Example

Topic: Middle School and their Teachers views of Mental Health Lecturer: Presentation: Introduction Mental health is the condition of having a properly functioning state of mind. The cognitive ability of a mentally healthy person allows him/her to undertake the day to day tasks in the right way. It is the manner in which people think and their awareness of the surrounding, as well as all their involvements in coping with life encounters. Different people have different views and perceptions regarding mental health, which are significant especially in sociological institutions such as education. The students’ and the teachers’ views regarding mental health are important in regard to performance in school. This paper presents a critique of the perceptions, views, perspectives, understanding and attitudes of middle school pupils and teachers on mental health. It highlights what they think or how they perceive mental health concept, positive mental health, negative mental health, psychological needs, and mental health problems in the adolescence years, the risk and resilience factors as well as the causes of mental health. The paper also presents a review of literature in regard to the teachers’ role in promoting students’ mental health, the risk and resilience factors and students mental health problems in secondary school as well as identifying these problems early. It also reviews studies about mental health education curriculum and programs designed and applied in school in order to promote students’ mental health especially fro middles schools in Australia, UK, Canada, Finland and the US, such as SEAL, LEAs and PATH among others. Mental Health and Middle School Pupils The pupils’ attitudes and perceptions of mental health are influenced by the beliefs of the public and the communities from which they come from regarding mental health. Children acquire the wrong information regarding the unworthy nature of people with mental health problems. Generally, members of the public and parents tend to isolate their children from people with undesirable symptoms of mental health thereby instilling a negative attitude in their children. It is therefore common for adolescents to come to school with pre-determined judgment regarding mental health. Dalton et al. (2007) argue that the negative attitudes instilled in the adolescents may become more intense as they grow to adulthood if measures are not taken to change their beliefs. These perceptions lead to low self-esteem and feelings of rejection. The adolescents usually view mental health problems as a disadvantage that hinders the affected peers from accomplishing the tasks that are assumed to be obvious in school. Even when adolescents are prepared to assist their peers with mental health issues, they do so while demonstrating that there is a clear difference between them and the victims. They end up generating social stigma among the children with mental health problems (Coleman et al. 2009). The adolescents understand mental health problems as weaknesses that are not common among the members of the society who possess strong personality or people of a higher social class such as pilots, the ruling class and the elite among others. Students suffering from mental health issues are viewed as those with low mental capacity and anti social individuals who should be handled with care. Group discussions and other activities that need collaboration are dominated by those who are perceived to be mentally strong. The opinions of the students with mental health issues are usually disregarded or scrutinized to ascertain that they conform to the views of the mainstream students. In some cases, mental health is associated with bad omen depending on culture and beliefs of the society in general (Fernando & Campling, 2002). Positive mental health is characterized by social and emotional satisfaction. Each student needs to feel wanted in the society and to be appreciated for his/her contribution to the accomplishment of shared objectives. Katherine (2000) argued that a person with good mental health is capable of balancing the social and psychological engagements and is emotionally satisfied. For example, when a student is happy with the manner that other people understand him/her, or when he/she accomplishes success in identifying a solution to a problem, he/she is able to balance the social and psychological aspects of the day to day life. Moreover, students who are capable of overcoming traumatizing occurrences are able to accomplish emotional well being and they are considered to be in positive mental health. Negative mental health on the other hand occurs when a student is unable to accomplish a balance in the social and psychological aspects of life (Corey, 2002). For example, although an individual may not be mentally ill, he/she might be suppressing emotions as a way of coping with stress. However, such emotions may continue affecting the individual even when they are not explicit. When a student is unable to find a solution to a particular problem in life, for example failure to get friends or family problems, he/she can be regarded as being in bad mental health because he/she has been unable to accomplish a balance in the social and psychological aspects of life (Dalton et al. 2007). Psychological needs are those that generate intellectual satisfaction among the students. They need to acquire a sense of inclusion and belonging. William (2002) argues that psychological satisfaction is fundamental to mental well-being. The children need to be appreciated and encouraged rather than being laughed at or scolded for mistakes resulting from the state of their mental health. They need understanding and love as well as being regarded as dependable. Schools are supposed to provide psychological needs to enhance the students’ mental well-being especially if their family backgrounds affect their mental health. They should not be denied knowledge or reality, which is significant in satisfying their desires. Mental health problems affecting adolescents are diverse. Some exhibit learning disabilities whereby they are unable to pay attention in class as well as hyperactivity. They may also show signs of anxiety for no apparent reason. Autism is also a common mental health problem whereby as Scott (2002) observes, the child becomes quiet and reserved and unyielding to social approaches as well as self abusive practices such as failing to accomplish tasks that the child is talented in. Bipolar disorder is also a common mental health problem whereby individuals exhibit high variations in mood over a short period of time. In essence, the mood of such students is unpredictable. The students may also exhibit borderline personality disorder whereby they attempt to commit suicide or other forms of self injury, as well as maintaining a sullen mood for a substantial amount of time. They may also exhibit depression and problems with feeding habits, either having a depraved appetite or no appetite at all. Schizophrenia affects the students with severe mental cases. Students usually have strange experiences such as hearing strange sounds from unseen people Fernando, S. & Campling, 2002). Some risk factors include alcohol and substance abuse at an early age such as 12 years of age. Katherine (2000) established that such habits together with parental abuse may put a child at risk of developing mental health problems. Children who are exposed to physical violence and rape at a young age may be at risk of mental health problems. Recognizing mental health problems at an early stage is important for the caretakers so that mitigation measures can be taken. Teachers need to check certain characteristics such as the way individual students interact with others in class, level of concentration and mood swings. They can also check the manner in which the student accomplishes tasks such as homework, sleeping in class and other unusual behaviors that can help in determining mental health disorders in a child student. Mental health problems have a range of causes, which can be genetic or environmental. The environment in which a child is brought up plays a significant role in his/her development. He/she may be exposed to stress at a very young age, such as loss of both parents and exposure to humiliation among other psychological factors. The problems may also be hereditary, which is determined by an individual’s genetic makeup (Richards & Bergin, 2000). Mental Health and Middle School Teachers Teachers in the middle school have been found to be concerned about the mental health of their students. In many circumstances, it is left for them to identify and decide the action to take to assist students with mental health issues. Watson et al. (2005) observes that the teachers spend more time with children in middle schools than parents do and therefore are better placed to understand their mental health needs. The attitudes and expectations of the teachers are significant in meeting these needs. However, Rogers & Pilgrim (2005) note that in many situations, they feel burdened by these needs especially due to the fact that they are varied and therefore there is no standard way of dealing with them. Some children’s mental well-being is usually complex leading to the perception among teachers that such victims are unlikely to perform well. It is important to enhance the learning environment to be accommodating to the students with mental health problems, which is one of the roles that teachers play. They make recommendations for a curriculum that promotes mental health. They are significant in communication and promotion of problem solving skills among the students. Students relate socially in school when they have proper guidance from the teachers, who are responsible and capable of enhancing peer relationships (Hhorwitz & Scheid, 2009). Social stigma results in accelerated mental health problems and therefore teachers have a role of ensuring that they enhance interpersonal relationships in school and providing essential education regarding mental health to ensure that students understand their peers who have problems. Such strategies reduce stigmatization in schools. Apart from school based approaches, teachers also have a major role of reaching out to the parents or guardians to ensure that the children with mental health problems are provided with favorable living environments. They are expected to encourage parents to establish support groups that have a common vision of helping the children to cope with mental health problems. The teachers can also form significant links between stakeholders and parents. Since they are equipped with information regarding growth of healthy minds, they can be good agents of knowledge transfer (Corey, 2002). Students in secondary school are assumed to be approaching adulthood and they should be aware of the issues that affect mental health. However, not all are capable of maintaining emotional well-being with the daily encounters affecting them. Moreover, they are exposed to many risk factors such as alcohol and substance abuse, and as Hattie et al (2004) observe, they are likely to conceal their involvement in these behaviors than younger children, making it difficult to identify mental health problems. Teachers should therefore be keen on any change in behavior that points to mental health problems so that the early warning signs can be used to identify the most appropriate interventions. Many countries are engaging in efforts to deal with mental health issues especially with the realization that social stigma alone is a major threat to mental health. Governments are engaging teachers in the efforts to reduce stigmatization of the students suffering from mental health problems. The strategies are concerned with promoting high quality among students and teachers, enhancing the well-being of teachers and maintaining self esteem among children. The teachers are involved in activities concerning the student’s mental well-being. The International Conference on Primary Healthcare resulted in a new approach towards promotion of mental health in schools. Teachers, parents and other stakeholders were expected to participate in the programs developed by schools regarding mental health. Australia is one of the countries that implemented the Health Promoting Schools approach. Students are being offered education regarding mental health and strategies to avoid stigmatizing those with mental health problems (Rowling & Ritchie, 1997). Breaking the Silence is also a significant program that has been developed in the US under the National Alliance on Mental Illness. The program has helped in combating stigma in the US schools through strategic lesson plans that teachers follow without engaging the services of experts. Many other countries such as Canada, UK and Finland have adopted the strategy, which has enhanced the identification of early warning signs of mental health issues. Students are also exposed to mental health experiences among other people, which according to Wells et al. (2003) increase awareness and understanding by the students regarding the issue. They learn about prominent people who suffered mental health problems as well as people who are influential in the society. This helps in reducing stigma. The Canadian “dare to dream” program is also significant in the efforts to facilitate the youth to seek mental health services. The blueSCI, Institute of Community Inclusion and “Stamp Out Stigma” among others in the UK are among the major organizations that promote mental health among students as well as the general population. SEAL programs such as “SIP-AP” and “CARE” in the US have enhanced research regarding mental health in children. The Department of Medical Health in California has accomplished provision of mental health services in schools through LEAs, which are district schools that are funded through public finances. The PATH program in Ontario is also significant in providing mental health services to young people below the age of 18 years. In general, there have emerged organizations that are playing a significant role in supplementing government efforts in the recent years, which have enhanced provision of mental health services to adolescents and the general public in many countries (Hazell et al 2002). Conclusion The attitudes, understanding and perceptions of students regarding mental health are influenced by the community from which they come from. The students with mental health problems are regarded as weak and exceptional. Social and psychological satisfaction leads to positive mental health while lack of these important aspects of the day to day lives of students leads to negative mental health. Students with learning disabilities, emotional problems and schizophrenia among other difficulties are among the mental health issues that affect students. They are associated but not limited to alcohol and substance abuse, exposure to violence and stress in families among other causes. Teachers are usually concerned about the students’ mental health, but studies have established that in many situations, they feel overburdened by the problems. It is important for them to understand the early warning signs of mental health problems among the students to facilitate early intervention. Many countries including the US, Australia, Finland and the UK among others have set strategies to deal with mental health among students. There still exists a gap regarding the perception and understanding of teachers and students regarding mental health, which makes it necessary for more research to be carried out in this field. This will facilitate the discovery of new strategies to promote mental health and to increase the onset age. Further research will also facilitate development of strategies to deal with stigma among the students suffering from mental health problems and to change the society’s perception regarding the issue of mental health. References Coleman, D., Walker, J. S., Lee, J., Friesen, B. J., & Squire, P. N. 2009. “Childrens Beliefs about Causes of Childhood Depression and ADHD: A Study of Stigmatization.” Psychiatr Serv, Vol. 60, 7 pp 950 – 957 Corey, K. 2002. “The mental health continuum: from languishing to flourishing in life". Journal of Health and Social Behaviour 43: 207-222. Dalton, J. H, & Elias, M. J., Wandersman, A. 2007. Community psychology: linking individuals and communities. 2nd edition. Belmont, Calif.: Thomson Wadsworth. Fernando, S. & Campling, J. 2002. Mental Health, Race and Culture, New York: Palgrave Hattie, J.A.; Myers, J. E.; Sweeney, T.J. 2004. “A factor structure of wellness: Theory, assessment, analysis and practice”. Journal of Counseling and Development Vol. 82 pp 354–364. Hazell, T., Vincent, K., Waring, T., & Lewin, T. 2002. “The challenges of evaluating national mental health promotion programs in schools: A case study using the evaluation of MindMatters”. The International Journal of Mental Health Promotion, Vol. 4, 4 pp 21-27 Hhorwitz V., & Scheid T. L. 2009. A Handbook of Study of Mental Health. Social Context, Theories and Systems, Cambridge University Press.  Katherine, W. 2000. Promoting mental, emotional and social health: A whole school approach. London: Routledge. Richards, P.S.; Bergin, A. E. 2000. Handbook of Psychotherapy and Religious Diversity. Washington D. C: American Psychological Association. Look Inside This Book Rogers A. & Pilgrim D. 2005. A Sociology of Mental Health and Illness, McGraw-Hill Rowling L. & Ritchie J. 1997. “Health promoting schools: issues and future directions for Australia and the Asia-Pacific Region.” Asia Pacific Journal of Public Health, Vol. 9 pp 33–37 Scott, S. 2002. Handbook of Complementary and Alternative Therapies in mental health, San Diego, Calif.: Academic Press. Watson, A., Corrigan, P.W., & Angell, B. 2005. “What motivates public support for legally mandated mental health treatment?” Social Work Research, Vol. 29, pp 87-94. Wells J, Barlow J, & Stewart-Brown S. 2003. A systematic review of universal approaches to mental health promotion in schools. Health Education Journal, Vol. 103, 4 pp 197–220 William W. J. 2002. Grief Counseling and Grief Therapy: A Handbook for the Mental Health Practitioner, New York: Springer Publishers.   Read More