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Fostering Mental Health Awareness and Academic Success Through Educational Psychology and Telehealth Programs.

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Can Telehealth Improve Student Mental Health Challenges?

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Can Telehealth Improve Student Mental Health Challenges?

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"The integration of telehealth programs has emerged as a transformative approach to delivering mental health support in educational settings. Telehealth offers increased accessibility and flexibility allowing students to receive timely assistance from mental health professionals with out the constraints of geographic barriers or scheduling conflicts. " (Hanson et al,. 2024)

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Can Telehealth Improve Student Mental Health Challenges?

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Can Telehealth Improve Student Mental Health Challenges?

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"Literature review and focus group data suggest that advantages of school TMH include greater efficiency, the capacity for higher volume, and increased access to care for many students who would be unlikely to reach traditional community mental healthcare because of barriers such as transportation and healthcare coverage."

(Stephan et al., 2016)

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School-based Telemental Health and Family Psychoeducation: A Program Evaluation

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Can Telehealth Improve Student Mental Health Challenges?

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Can Telehealth Improve Student Mental Health Challenges?

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"Teens reported that they see value in the therapy sessions. They valued the attention and time and reported feeling understood and safe." (Koren, 2020)

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Does Screen-Time Use Impact Student Attentiveness?

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Does Screen-Time Use Impact Student Attentiveness?

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The findings suggest that exposure to excessive screen time in children can be associated with attention problems. (Santos et al., 2022)

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The Association between Screen Time and Attention in Children: A Systematic Review

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Electronic media pervade modern life. Childhood is a crucial period for attentional development and the screen exposure time is increasing. This review aimed to understand the association between s…

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Does Screen-Time Use Impact Student Attentiveness?

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Does Screen-Time Use Impact Student Attentiveness?

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Overall increased screen time is associated with negative outcomes such as lowered self-esteem, increased incidence and severity of mental health issues and addictions, slowed learning and acquisition, and an increased risk of premature cognitive decline. (Neophytu et al., 2019)

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Abstract

Evidence suggests that chronic sensory stimulation via excessive exposure to screen time may affect brain development in negative ways. Excessive smartphone use may increase the risk of cognitive, behavioral, and emotional disorders in adolescents and young adults that also has the potential to increase the risk of early onset dementia in late adulthood. This scoping review assessed theoretical and empirical evidence for the relationships between excessive screen time and (i) neurodevelopment, (ii) learning and memory, (iii) mental health, (iv) substance use disorders, and (v) neurodegeneration. Using Halas et al.'s ( BMJ Open, 5(1), 1-6; 2015) five-stage scoping review methodology, we systematically identified articles meeting the following inclusion criteria: published in English between January 1999-July 2019; human or animal subjects; primary and secondary sources including original research, systematic reviews, meta-analyses, scoping reviews, and narrative reviews. Primary search terms focused on "smartphone," "mental health," "substance use," "neurodevelopment," and "neurodegeneration"; secondary search terms focused on "social media," "anxiety," "cannabis," and "dementia". We analyzed 44 articles across 16 countries in this review. Each article corresponded to one of four research questions investigating screen time and mental health ( n = 13), mental health and substance use ( n = 8), chronic stress and development ( n = 14), and chronic stress and neurodegeneration ( n = 9). Overall increased screen time is associated with negative outcomes such as lowered self-esteem, increased incidence and severity of mental health issues and addictions, slowed learning and acquisition, and an increased risk of premature cognitive decline. Future directions to better inform public policy should expand research methodologies and explore the prolonged effects of excessive screen time on cognition and mental health in diverse populations and contexts.

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Authors and Affiliations

Department of Psychology, Wilfrid Laurier University, 75 University Avenue West, Waterloo, Ontario, N2L3C5, Canada

Eliana Neophytou, Laurie A. Manwell & Roelof Eikelboom

Authors

1. Eliana Neophytou

2. Laurie A. Manwell

3. Roelof Eikelboom

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Correspondence to Laurie A. Manwell.

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Neophytou, E., Manwell, L.A. & Eikelboom, R. Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and Neurodegeneration: a Scoping Review. Int J Ment Health Addiction 19, 724-744 (2021). https://doi.org/10.1007/s11469-019-00182-2
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# data[].attributes.attachment_link.title
Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and Neurodegeneration: a Scoping Review - International Journal of Mental Health and Addiction

# data[].attributes.attachment_link.description
Evidence suggests that chronic sensory stimulation via excessive exposure to screen time may affect brain development in negative ways. Excessive smartphone use may increase the risk of cognitive, behavioral, and emotional disorders in adolescents and young adults that also has the potential to increase the risk of early onset dementia in late adulthood.

# data[].attributes.headline
Does Screen-Time Use Impact Student Attentiveness?

# data[].attributes.subject
Does Screen-Time Use Impact Student Attentiveness?

# data[].attributes.body
With the advent of smartphones, the

fight for full attention has become exponentially more challenging, even beyond the

classroom. Student attention is pulled away from so many different life experiences,

which also speaks to losing out on the full value of implicit learning. (Neuberger, 2021)

# data[].attributes.attachment_link.title
Balancing Screen Time_ Teaching To The Whole Student

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Does Implementing SEL Programs in a School Setting Create Better Student Mental Health?

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Does Implementing SEL Programs in a School Setting Create Better Student Mental Health?

# data[].attributes.body
There is strong evidence to support SEL is an essential, viable, and worthwhile component in nourishing students' well-being. (Gueldner et al., 2020)

# data[].attributes.attachment_link.readable_text
Barbara A. Gueldner, PhD, NCSP, IMH-E® Infant Mental Health Specialist, is a licensed psychologist in Steamboat Springs, Colorado. She has worked for over 20 years with children and families, educators, medical and mental health professionals, community agencies, and postsecondary students across a range of settings including private practice, schools, a university-based clinic, pediatric primary care clinics, and a large children's hospital, and served as Visiting Assistant Professor at the University of Oregon. Dr. Gueldner's research, publications, program development, workshops, and community service focus on social and emotional learning, childhood mental health and prevention, internalizing problems and solutions, supporting adults to facilitate children's social and emotional development, and facilitating excellence in early childhood programs. She is a coauthor of Kenneth W. Merrell's Strong Kids and Strong Teens social and emotional learning (SEL) programs.

Laura L. Feuerborn, PhD, NCSP, is Professor in the School of Education at the University of Washington Tacoma. As a core member of the faculty since 2006, she has founded master's degree study options and graduate-level coursework in social and emotional learning (SEL) and systems change. Dr. Feuerborn's school and community partnerships, national and international presentations, and teaching expertise are grounded in the field of social, emotional, and behavioral supports. Her research and peer-reviewed publications focus on implementation science, SEL, and supporting school staff in the implementation of schoolwide positive behavior interventions and supports. She is a coauthor of Kenneth W. Merrell's Strong Kids and Strong Teens SEL programs.

Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resilience Project at the University of Oregon in Eugene. For 25 years, Dr. Merrell's influential teaching and research focused on social-emotional assessment and intervention for children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division's highest honor for excellence in science.

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Social and Emotional Learning in the Classroom, Second Edition

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This trusted resource--now in a thoroughly updated second edition reflecting the tremendous growth of the field--provides a best-practice guide to planning and implementing social and emotional learning (SEL) in K-12 classrooms and schools.

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Does Implementing SEL Programs in School a School Setting Create Better Student Mental Health?

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Does Implementing SEL Programs in School a School Setting Create Better Student Mental Health?

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SEL programs can promote resilience and increase positive mental health in students. (LaBelle, 2023)

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Positive Outcomes of a Social-Emotional Learning Program to Promote Student Resiliency and Address Mental Health - Contemporary School Psychology

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This paper supports that social-emotional learning (SEL) programs are used as a method to increase resiliency and promote positive mental health in youth and will focus on one program, Positive Action (PA). This paper engages in a review of the literature that utilized the program to increase resiliency and address the mental health needs of students in school settings. PA is a program that is aimed at character development and decreasing problem behaviors. Several studies have been conducted with diverse populations and they found that this program does improve character development, decreases problem behaviors, and promotes resiliency. This review encourages practitioners to utilize evidence-based SEL programs to promote resiliency and increase positive mental health in the students that they work with. To my knowledge, this is the first article of its kind, making the necessary connection between already created and developed social-emotional learning programs and explicitly connecting the programs to building resilience among students. This analysis draws the connection between SEL programs and the promotion of student resiliency. SEL programs are designed to improve student outcomes that can include student achievement and reduce problem behaviors. These programs already have the theoretical foundation to increase resiliency; this analysis explicitly connects the SEL program to promote resiliency among students.

# data[].attributes.headline
Does Implementing SEL Programs in a School Setting Create Better Student Mental Health?

# data[].attributes.subject
Does Implementing SEL Programs in a School Setting Create Better Student Mental Health?

# data[].attributes.body
Students who received the SEL Curriculum demonstrated improvement in their ability to understand the connection between their thoughts and their emotions and manage how they respond to their emotions. (Green et al., 2021)