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Towards best practice in school management of students with depressive disorders

Published online by Cambridge University Press:  26 April 2021

John R. Burns Open the ORCID record for John R. Burns [Opens in a new window]
John R. Burns*
Affiliation:
Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, New South Wales, Australia Shore School, North Sydney, New South Wales, Australia
*
Address for correspondence: John Burns, Centre for Emotional Health, The Australian Hearing Hub, Level 1, 16 University Ave, Macquarie UniversityNSW 2109, Australia. Email: john.burns@mq.edu.au
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Abstract

There is growing evidence of an escalation of depression in young people. In light of this, schools are increasingly being confronted with the challenge of how to best manage students with depressive disorders. Such management includes consideration of the academic, behavioural, social and emotional implications of the disorder. This article provides school practitioners and management with a review of what constitutes ‘best practice’ in school management of students with depressive disorders. It adopts the mental health intervention framework of the Institute of Medicine, considering how school-based intervention occurs across the four domains of mental health promotion, prevention, case identification and treatment, as well as maintenance of students with or at-risk of depression. It provides a checklist for practitioners at each stage of the Institute of Medicine intervention spectrum. Moreover, it takes the view that best practice in psychology is always evidence-based practice, although discerning a clear path through the available research is not always obvious.

Keywords

Adolescent depressionschoolspreventionmental health promotion
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 246 - 259
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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