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Mental health in education is the impact that mental health (including emotional, psychological, and social well-being) has on educational performance.Mental health often viewed as an adult issue, but in fact, almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.” [1] Mental health issues can pose a huge problem ...
For instance, a grieving child who reads, or is read a story about another child who has lost a parent may feel less alone in the world. The concept of bibliotherapy has widened over time, to include self-help manuals without therapeutic intervention, or a therapist "prescribing" a movie that might provide needed catharsis to a client.
Fear and perceptions of danger related to mental illness have increased over the past few decades, largely due to serious mental illness such as schizophrenia being associated as potentially violent and harmful to others. [8] These beliefs and attitudes are potential barriers to seeking individual professional help, and being supportive of others.
The Association has nearly 60 active committees and task forces, including programs for youth, publishing resources and journals, evaluating and awarding media for children. [1] ALSC sets standards for library services to children through regular updates to its "Competencies for Librarians Serving Children in Public Libraries."
It is the official journal of the Association of Library Service to Children, and a journal of American Library Association. [ 1 ] The journal was established in 2003 and succeeds the Journal of Youth Services (formerly Top of the News ), which was published until 2002 in collaboration with the Young Adult Library Services Association .
The epidemiology of child psychiatric disorders is the study of the incidence, prevalence, and distribution of conditions in child and adolescent psychiatry. Subfields of pediatric psychiatric epidemiology include developmental epidemiology, which focuses on the genetic and environmental causes of child psychiatric disorders.
Professor Ian Davidson and colleagues analyzed the depiction of disabled characters in a collection of 19th children's literature from the Toronto Public Library. [5] The researchers found certain common characteristics of disability representation in 19th-century children's literature: disabled characters rarely appeared as individuals, but are usually depicted as impersonal groups and ...
In an article about the connections between school mental health services and No Child Left Behind from November 2006, Brian P. Daly et al. cited a National Institute of Mental Health study that found that between 5% and 9% of students face emotional and behavioral issues that impede their learning. [7]