Gerd Schulte-Körne1. 1. Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-Universität München.
Abstract
BACKGROUND: 10-20% of children and adolescents have a mental health problem of some type. Manifestations such as attention deficits, cognitive disturbances, lack of motivation, and negative mood all adversely affect scholastic development. It is often unclear what factors associated with school affect children's mental development and what preventive measures and interventions at school might be effective. METHODS: This review is based on systematic reviews, meta-analyses, and randomized and non-randomized controlled trials that were retrieved by a selective search in the PubMed, PsycInfo, and Google Scholar databases. RESULTS: The prevalence of hyperkinetic disorder is 1-6%. Its main manifestations are motor hyperactivity, an attention deficit, and impulsive behavior. Learning disorders such as dyscalculia and dyslexia affect 4-6% of children each, while 4-5% of children and adolescents suffer from depression, which is twice as prevalent in girls as in boys. Mental health problems increase the risk of repeating a grade, truancy, and dropping out of school. The risk of developing an internalizing or externalizing mental health problem can be lessened by changes in the school environment and by the implementation of evidencebased school programs. CONCLUSION: Physicians, in collaboration with school social workers and psychologists, should help teachers recognize and contend with mental health problems among the children and adolescents whom they teach, to enable the timely detection of stress factors at school and the initiation of the necessary measures and aids. In particular, the school-entrance examination and screening for risk factors at school can make a positive contribution. Evidence-based preventive programs should be implemented in schools, and beneficial changes of the school environment should be a further goal.
BACKGROUND: 10-20% of children and adolescents have a mental health problem of some type. Manifestations such as attention deficits, cognitive disturbances, lack of motivation, and negative mood all adversely affect scholastic development. It is often unclear what factors associated with school affect children's mental development and what preventive measures and interventions at school might be effective. METHODS: This review is based on systematic reviews, meta-analyses, and randomized and non-randomized controlled trials that were retrieved by a selective search in the PubMed, PsycInfo, and Google Scholar databases. RESULTS: The prevalence of hyperkinetic disorder is 1-6%. Its main manifestations are motor hyperactivity, an attention deficit, and impulsive behavior. Learning disorders such as dyscalculia and dyslexia affect 4-6% of children each, while 4-5% of children and adolescents suffer from depression, which is twice as prevalent in girls as in boys. Mental health problems increase the risk of repeating a grade, truancy, and dropping out of school. The risk of developing an internalizing or externalizing mental health problem can be lessened by changes in the school environment and by the implementation of evidencebased school programs. CONCLUSION: Physicians, in collaboration with school social workers and psychologists, should help teachers recognize and contend with mental health problems among the children and adolescents whom they teach, to enable the timely detection of stress factors at school and the initiation of the necessary measures and aids. In particular, the school-entrance examination and screening for risk factors at school can make a positive contribution. Evidence-based preventive programs should be implemented in schools, and beneficial changes of the school environment should be a further goal.
Authors: Jessica A Robb; Margaret H Sibley; William E Pelham; E Michael Foster; Brooke S G Molina; Elizabeth M Gnagy; Aparajita B Kuriyan Journal: School Ment Health Date: 2011-09-01
Authors: Barbara Frühe; Antje-Kathrin Allgaier; Kathrin Pietsch; Martina Baethmann; Jochen Peters; Stephan Kellnar; Axel Heep; Stefan Burdach; Dietrich von Schweinitz; Gerd Schulte-Körne Journal: Child Psychiatry Hum Dev Date: 2012-02
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Authors: Joshua M Langberg; Brooke S G Molina; L Eugene Arnold; Jeffery N Epstein; Mekibib Altaye; Stephen P Hinshaw; James M Swanson; Timothy Wigal; Lily Hechtman Journal: J Clin Child Adolesc Psychol Date: 2011
Authors: Kristine M Kent; William E Pelham; Brooke S G Molina; Margaret H Sibley; Daniel A Waschbusch; Jihnhee Yu; Elizabeth M Gnagy; Aparajita Biswas; Dara E Babinski; Kathryn M Karch Journal: J Abnorm Child Psychol Date: 2011-04
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