Abstract
Mental health issues are on the rise worldwide. Recent studies suggest that students may benefit from a preventative approach to mental health and well-being. Traditionally, mental health services have adopted a reactive approach, focusing on the diagnosis and treatment of pathology. Traditional approaches in the form of remedial mental health support have their place in service delivery. Increasingly, there is acknowledgement that mental health professionals need to support both the reduction of mental illness and the improvement of personal well-being. With new forms of evidence-based supports to improve well-being currently being generated from the field of positive psychology and positive education, traditional approaches to mental health could be further complemented and counterbalanced by a preventive approach from positive psychology and positive education. The present work brings together existing studies in a holistic model. Through the analysis of existing models, study of promising practices and incorporation of technology, the authors envision a model and propose a programme that can provide prevention and remediation support for mental health in schools. It is hoped that these proposals would contribute to evidence-informed school and classroom practices that promote overall student well-being.
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Chye, S., Dutt, A., Seng, Y. (2023). Multi-Tiered Well-Being Interventions: Envisioning a Model for Prevention and Remediation. In: King, R.B., Caleon, I.S., Bernardo, A.B.I. (eds) Positive Psychology and Positive Education in Asia. Positive Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5571-8_15
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