Well@School

Topic outline

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  General

  
  

  
  

  
  

  • Announcements Forum
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  Course guidelines

  The Well@School is an open access online course promoting competences related to mental health promotion at primary schools. The learning platform has been developed for professionals working at schools as teachers, school health professionals, social workers, psychologists, and other professionals. The platform can also be used by other actors working with adolescents between ages 12 and 15.

  The Well@School course is 5 ECTS, EQ level 6. The course consists of five (5) parts. The course enables independent learning without specific time nor place restrictions. All five parts of the course, slightly differ not only by topic, but also in external appearance and pedagogical approach. The differences are intentional, as each approach is tailored to present different course content, while partners across Europe have been able to show their own unique contribution to the unit.

  It is recommended that You first read the Course Guidelines and Background. Then go to part 1, read the learning material and complete the tasks. You can choose to work only on the mandatory tasks or additionally on the optional tasks, depending on your interest.

  After you have successfully completed the compulsory tests of part 1, you can move on to part 2. Continue as recommended until you have completed part 5 and successfully completed all mandatory tasks. If you want to easily follow the progression of your learning tasks, you can use the Learning Task Completion table below.

  
  

  Part	Content	Completed
  Part 1.	Mental health and its determinants
  Mandatory task	Quiz
  Optional task	Task
  Part 2.	Mental health challenges
  Mandatory task	Self-reflection task 1.
  Mandatory task	Self-reflection task 2.
  Part 3.	Interpersonal skills in supporting mental health of children
  Mandatory task	Exam
  Optional task	Tasks 1-13
  Part 4.	The mental health promotive school community
  Mandatory  task	Exam
  Optional task	Tasks 1-5
  Part 5.	Digital methods to promote mental health
  Mandatory task	Quiz
  Mandatory task	Reflective essay

  
  

  After successfully completing all Mandatory tasks, you will be able to print out your “Certificate” of completing the Well@School course (5 ECTS).

  You will also be able to use the material for further noncommercial purposes, such as teaching material. The Well@School course materials are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

  Now you are ready to start the learning journey of the Well@School course. We wish you a pleasant, versatile, and useful learning experience. 

  
  

  Backgrounds

  
  

  School professionals face the challenges related to the mental well-being of school children, in their daily work. New kind of competences are needed so that children and young people can receive support and help for finding ways to cope with various challenges affecting mental health.
  
  The Well@School project (2020-2023) builds new knowledge and practices for higher education. The aim of the project is to ensure that primary school teachers, health professionals and curators have the competences required for promoting mental health in school communities, using digital methods. The Well@School project promotes the key competences related to mental health promotion. It also builds up digital competences in communication, co-creation, teaching and learning of professionals working in schools.

  
  

  In the Well@School project, a new higher education open access platform has been developed. It includes a framework, online course and a handbook for promoting mental health in primary schools, using digital methods.

  
  Hereinafter Mental Health = MH
  
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  Part 1. Mental Health and its determinants (1 ECTS)

  
  

  CONTENT: Determinants of MH (Mental Health) and well-being on child and adolescent  positive MH  mental ill-health  mental well-being cultural perspectives  Mental health literacy (MHL)  ability to recognise disorders, attitudes towards MH related issues  knowledge of MH issues  Stigma  attributes of stigma on child and adolescent   Protective and risk factors of MH  normal challenging situation and crises, social inclusion/ exclusion)  resilience  early sexual behaviour  Physical, psychological and social development  child with normal needs  child’s developmental stages

  OBJECTIVES AND COMPETENCES: The main objective is to develop general understanding of the concept MH and its determinants.  The learning unit mainly contributes to the development of the following general and specific competences  competencies regarding to basic concepts of MH among child and adolescent  knowledge on determinants of MH and well-being and how they contribute to MH promotion  knowledge of protective and risk factors of MH  knowledge on person’s individual vulnerability and resilience

  INTENDED LEARNING OUTCOMES: Students:  know basic concepts of MH   know determinants of MH and well-being and how they contribute to MH promotion   know individual protective and risk factors regarding   MH  understand the importance of early detection and MH promotion in schools  understand the concept of stigma and how it affects to individual and society  understand the concept of MHL and its effect on individual prosperity

  
  
  Recomended learning process for Part 1:
  
  
  

  • Mental health and its determinants File
  • Mandatory quiz of part 1 Interactive Content
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  Part 2. Mental health challenges (1 ECTS)

  
  

  
  

  CONTENT: How to differentiate severe MH (Mental Health) disorders from other MH challenges?   Most common severe MH disorders in school-aged children  depression  anxiety, obsessive compulsive disorder  eating disorders  self-destructive behaviour, suicidal risk  addictions (substance abuse related, internet and gaming addictions)   Other vulnerable groups:  learning disorders/ conduct (behaviour) disorders (eg. aggressive, violent behaviour)  neuropsychiatrical problems (eg. ADHD, ADD, etc)  forms of bullying  exploited children  absences Early detection of high-risk groups at schools   secondary prevention- screening and early detection   tertiary prevention   supportive MH services

  OBJECTIVES AND COMPETENCES: The main objective is to differentiate severe MH disorders from other MH challenges  The learning unit mainly contributes to the development of the following general and specific competences:  knowledge in most common MH problems among school age children   knowledge severe MH problems, general MH challenges, substance abuse, learning difficulties, conduct disordes  detection of particularly vulnerable persons in school environment  be aware of the tools used on early detection   knowledge on early detection and symptoms identification   recognition of early warning signs of MH challenges

  INTENDED LEARNING OUTCOMES: Students:   know most common MH problems in school aged children  understand differences between severe MH problems, general MH challenges, substance abuse, learning difficulties, conduct disorders  know early warning signs of MH challenges  recognize particularly vulnerable persons in school environment

  
  Recomended learning process for Part 2:
  
  
  

  • Information on mental health problems (presentation with voice) File

    Download the file and open it in PowerPoint

  • Other challenges in school mental health File
  • Screening tools for mental health problems File
  • Levels of prevention and supportive mental health interventions File
  • Optional task on the concept of health promotion Interactive Content
  • Mandatory self-reflection task 1 of part 2. mental health disorders Interactive Content
  • Mandatory self-reflection task 2 of part 2. high risk groups Interactive Content
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  Part 3. Interpersonal skills in supporting mental health of children (1 ECTS)

  
  

  
  

  
  

  CONTENT: Key elements of quality interpersonal and encountering skills in promotion of MH (Mental Health):   active listening;  adaptation to the individual (physical, social, cultural, psychological, spiritual and social factors);  relevant questions, coordinated verbal and non-verbal communication, influence of emotions on communication, key barriers and facilitators (empathy, mindfulness, assertive approaches…). Communication with children:   verbal and non-verbal professional communication with children and families   managing complex situations.  Motivational interview  brief intervention for challenging situation in school environment;  communication with family in conflict resolution.  Digital communication: specifics of digital communication used by children.

  OBJECTIVES AND COMPETENCES the main objective is to develop interpersonal skills that supports MH of children in school environment; the learning unit mainly contributes to the development of the following general and specific competences;  the development of verbal and non-verbal communication skills and competencies to promote MH;  the ability to adapt good communication skills with individuals (primary school children and their parents) considering relevant physical, social, cultural, psychological, spiritual and social factors;  the ability to talk about MH concerns and reduce the stigma associated with mental illness;  the ability to resolve disorders and manage conflict;  the ability to work effectively and communicate cooperatively;  competences in motivational interviewing regarding MH promotion, focusing in work community, children and their families;  understanding the basic skills of the work community and a work community that supports MH.

  INTENDED LEARNING OUTCOMES: Students:   understand the importance of communication in promoting MH;  understand the interactive performance of factors that influence the success of communication;  apply verbal and nonverbal communication skills, considering individual characteristics, when communicating with children and their parents, and as part of a team;  know and communicate about MH concerns; know how to resolve conflict and apply this in conflict situations;  know how to communicate to reduce the stigma associated with mental illness.

  
  

  Recomended learning process for Part 3:

  
  

  • 1. Video lecture: Basic characteristics of communication Page
  • 2. Video lecture: Assertive communication (with optional task 1) Interactive Content
  • Optional task 2: Assertive communication Interactive Content
  • Optional task 3: Communication barriers Interactive Content
  • 3. Video lecture: Conditions for successful recipe of messages (with optional tasks 4 and 5) Interactive Content
  • Optional task 6: Sucessful communication Interactive Content
  • 4. Video lecture: Non-verbal communication (with optional tasks 7 and 8) Interactive Content
  • Optional task 9: Distances for communication Interactive Content
  • Optional task 10: Nonverbal communication Interactive Content
  • 5. Video lecture: Problems and conflict solving (with optional tasks 11 and 12) Interactive Content
  • 6. Video lecture: Communicating with different pupils Page
  • 7. Video lecture: Digital communication used by pupils Page
  • 8. Video lecture: Motivational interview Page
  • Optional task 13: Communication puzzle Interactive Content
  • List of relevant literature for further reading (optional) File
  • Mandatory exam of part 3 Interactive Content
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  Part 4. The mental health promotive school community (1 ECTS)

  
  

  
  

  CONTENT: The role and importance of multiprofessional skills to promote MH (Mental Health). children met needs   parental support and training  school staff needs and mental well-being  external community needs   responsibilities and duties of school staff  work supervision  Importance of multiprofessional collaboration  competences for multi-professional co-operation  service network and stakeholder     Tools and methods for MH promotion in school community  MH promotive school environment  Strategies to tackle stigma  Family involvement in service network for mental promotion   Inclusion in schools  Targeted global (EU) prevention programs  Implementing theory into practice

  OBJECTIVES AND COMPETENCES: The main objective is to develop the general and specific competences for creating inclusive and MH promotive school community  The learning unit mainly contributes to the development of the following general and specific competences:

  INTENDED LEARNING OUTCOMES: Students:  know the principles of MH promotion of child and adolescent in school environment   understand the importance of inclusion of children in school environment  understands the importance of MH promotive school community  understands the need of MHL in school curricula  develop skills that promotes child and adolescent’s inclusion in school community  apply tools and methods for MH promotion in school community  know the approaches to prevent stigmatization, stereotyping in school community  critically evaluates own contribution for MH promotive school community and environment  understand the principles of multidisciplinary team cooperation

  
  

  Recomended learning process for Part 4:

  
  

  • Optional task 1. Who are the members of the school community? Interactive Content
  • Meaning of school community, school community target groups analysis (optional task 2.)). Interactive Content
  • A multidimensional approach to the inclusive school community (optional task 3)) Interactive Content
  • School-wide approaches to intervention for mental health problems (optional task 4.) Interactive Content
  • Multi-professional collaboration and policy of mental health services (optional task 5) Interactive Content
  • Mandatory exam of part 4 Interactive Content
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  Part 5. Digital methods to promote mental health (1 ECTS)

  
  

  
  

  
  

  CONTENT: Essential digital methods in MH (Mental Health) promotion  digital questionnaires   CHAT-services   digital simulations for developing communication skills and solve critical situations for professionals  digital learning material eg. videos, games  online as an information resource (digital literacy on MH)   Other digital applications  distance consultation  digital meetings

  OBJECTIVES AND COMPETENCES The main objective is to gain understanding on Essential digital methods of MH promotion in school environment  The learning unit mainly contributes to the development of the following general and specific competences:  the awareness of specifics of digital communication used by children.  knowledge and understanding of usability of digital methods for MH promotion  ability to evaluate the ethical, usable digital methods for MH promotion on child and adolescent in school environment  the ability to implement digital methods for MH promotion in school practise   understanding of possibilities and challenges related to digital MH promotion methods on child and adolescent

  INTENDED LEARNING OUTCOMES Students:   know most common tools for digital communication used by children.  know the importance using relevant digital methods for promoting MH  recognise the importance of using relevant digital methods for health promotion  develop skills for assessing, implementing and evaluating digital methods for MH promotion  implement digital methods for MH promotion in school everyday practices and parts of school curricula  apply relevant digital methods for MH promotion    know possibilities and challenges related to using digital MH promotion methods  evaluate ethical, usable digital methods for MH promotion   know how to use relevant digital methods for MH promotion practise  evaluates ethical, usable digital methods for MH promotion and the implementation of methods in school communities, everyday practice and curricula

  
  

  Recomended learning process for Part 5:

  
  

  
  
  

  Please, start by reading the Information to part 5. PP-presentation. 
  

  Then, continue to the main reading material:  

  Gigantesco, A., Palumbo, G., Zadworna-Cies´lak, M., Cascavilla, I., Del Re, D., Kossakowska, K. and WST European Group* 2019. An international study of middle school students’ preferences about digital interactive education activities for promoting psychological well-being and mental health. Ann Ist Super Sanità 2019 | Vol. 55, No. 2: 108-117 DOI: 10.4415/ANN_19_02_02  An international study of middle school_ANN_19_02_02.pdf

  Markkanen P. 2021. Supporting pupils’ mental health in schools. Teaching staff’s and school nurses’ perceptions and the suitability of a webbased support system for pupils. Turun yliopiston julkaisua - Annales Universitatis Turkuensis, Ser. Medica-Odongologica. Available from: https://urn.fi/URN:ISBN:978-951-29-8695-8

  Sakellari, E., Notara, V., Lagiou, A., Fatkulina, N., Ivanova, S., Korhonen, J., Kregar Velikonja, N., Lalova, V., Laaksonen, C., Petrova, G., & Lahti, M. (2021). Mental Health and Wellbeing at Schools: Health Promotion in Primary Schools with the Use of Digital Methods. Children (Basel, Switzerland), 8(5), 345. https://doi.org/10.3390/children8050345

  WH0. 2021. World health organization. Global strategy on digital health 2020-2025. Geneva: World Health Organization; 2021. Licence: CC BY-NC-SA 3.0 IGO. https://apps.who.int/iris/bitstream/handle/10665/344249/9789240020924-eng.pdf

  After this, continue to the Quiz and finalize part 5. by writing a reflective essay.
  
  We wish you a very good learning experience!
  

  • Introduction File
  • Overview paper File
  • Mandatory quiz of part 5: Digital methods for mental health promotion at schools Interactive Content
  • Mandatory reflective essay of Part 5 Interactive Content