Well@School

Well@School

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Course summary

Well@School logo

Partner logos


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

Part 1. Mental Health and its determinants (1 ECTS)

Picture by Turku University of Applied Sciences


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:

Recomended learning process for Part 1

Part 2. Mental health challenges (1 ECTS)


Picture by Turku University of Applied Sciences

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:

Recomended learning process for Part 2

Part 3. Interpersonal skills in supporting mental health of children (1 ECTS)


Picture by Turku University of Applied Sciences



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:

Recomended learning process for Part 3

Part 4. The mental health promotive school community (1 ECTS)


Picture by Turku University of Applied Sciences


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:

Recomended learning process for Part 4

Part 5. Digital methods to promote mental health (1 ECTS)


Picture by Turku University of Applied Sciences



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:

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!