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Thursday, 18 October 2018

NEGATIVE IMPACT OF PSYCHOLOGICAL PROBLEMS IN ACADEMIC PERFORM OF STUDENTS



This manuscript summarize areas of school mental health (SMH) research relevant to the interplay between students academic and social emotional outcomes.
After advancing a multidimensional conceptualization of academic success at the levels of individual students and schools, we summarize observational and intervention studies that connect students mental health to their academic achievement with acknowledgement of the bidirectional relationship then, current and future directions of SMH research are discussed, including (a) impact of SMH Health initiatives and services on school achievement. (b) The need to address the mental health of historically neglected subgroup of student and (c) Inter disciplinary collaboration necessary to support enhanced outcomes. Based on the finding from this literature integration, we conclude with recommendation and implication for research and practice.
......Valdez et al., (2011) found that 1st grade student students with above average depressive symptoms were at increased risk. (30%) found for law academic achievement affect mental health and is manifested in internalizing dis order (SULDO ET AL., 2014). As the author state.
        The second possibility is that academic engagement positively predicts SWB. Academic functioning is a key part of students lives (Suldo, Gormley, Dupaul, & Anderson-Butcher, 2014.,) and succers in school may students have that academic engagement was linked to higher levels of well- being (lewis et al, 2011)Ng  et al, 2015, Ouwwened, Le Blanc, & Schaulfeli, 2011., Rechy, Huebner, Appleton, & Antaramian 2008)...
        We focused on two types of symptoms that are prevalent among children and adolescents: externalizing problems that respect an array aggressive and mile- breaking behaviors of depression such as anhedonia and sadness (Twenty& Nolen-Hoeksena, 2002). Externalizing and depressive symptoms interfere with garming academic competence (including skills, attitudes and achievement, Suldo et al... 2014, which is a salient (Marten et al ...2005).
Such effort are occurring alongside a boarder movement of school based emotional learning (SEL), which seeks to promote social, emotional and behavioral competence vis-à-vis universal or targeted supports (Berry et al--. 2005., Lizuka et al..., 2005). Focused on reducing in5ternalizing problems (i.e, anxiety and depression) have been grossly under represented in the literature relative to initiative targeting externalizing problems (i.e aggression and  hyperactivity or impulsivity, for more on this issue, see Suldo, Gormolyt, dupaul & Anderson- butcher, 2014).
Moreover, there is a shortage of tier 2 (Targeted SEL intervention for student at risk for social – emotional difficult, particularly those manifesting internalizing symptoms (cook Volpe & Livinus 2010).
        Schools are increasingly interested in the screening, prevention, and treatment of internalizing problems school functioning (Grills- Taquenchel, Fletcher, Vaughn, Denton, & Taylor, 2013; Lalongo, Edelsohn, Werthermal 2014).
Academic performance allows adolescents to gain scholastic competence and develop a lasting commitment adult (Roeseret al, 2008). Students’ academic success is reflected in proximal and distal measures of skills as well as in behavior’s and attitudes that prootes achievement (Suldo, Gormy, Dupaul, & Anderson Butcher 2014).
Accordingly, we examined academic adjustment comprehensively through indicators of skills (performance in courses) behavior (distal sign of behavioral) engagement namely school attendant and receipt of officer discipline referrals (ODRS) for noncompliance with school rules) and atitudes toward learning (i.e cognitive and affective engagement as reflected in academic self-efficacy, Valuing of educating and belongingness).
Workforce development to increase the capacity of schools support student mental health is spares and insufficiently interdisciplinary (Suldo, Gormley, Dupaul & Anderson- Butcher, 2014).
Although universal approaches such as PBIS provide an evidence based frame work of school professional in practice designed to enhance effective discipline and improve student behavior, programs directed at students who are already experiencing mental health symptoms are generally left to dedicate health care staff, who are invariably in limited supply.
Instead, parents and educators often judge school success by the Child’s grades and how well the child follows school rules and gets along with teachers and peers on a daily basis. Thus, in addition to using teachers rating scales as a criterion, we selected indicators of school success with high ecological validity (suldo et al, 2014). Namely, student grades i.e grade point average [GPA] and daily social and behaviors functioning according to the daily level achieved support (SW-PSS) programs (e.g, green, yellow, or red) level were considered critical outcomes.

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