Promoting Positive Self-Identity of Youths With Mental Disorders: Collaboration Between Academia and a Ministry of Education

Gili Hoter Ishay, Linda J. Wagner, Orna Meidan, Paula Garber Epstein, David Roe

Research output: Contribution to journalArticlepeer-review

Abstract

Inclusive schools reflect the dominant approach to education, yet many youths with mental disorders still attend special education schools. Although special education schools address educational, social, and developmental needs, they may increase students' self-stigma and hinder positive identity formation. Israel's Ministry of Education and an academic community mental health department partnered to address this challenge by developing a manual-based intervention for special education school settings. About 180 teachers were trained, and approximately 400 students participated in the self-management and positive identity group intervention. This partnership demonstrates the importance and potential of collaborations to address challenges that arise in real-world settings.

Original languageAmerican English
Pages (from-to)713-716
Number of pages4
JournalPsychiatric Services
Volume75
Issue number7
DOIs
StatePublished - 1 Jul 2024

Keywords

  • adolescents/adolescence
  • education
  • state-university collaboration
  • stigma/discrimination

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health

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