@article{ref1,
title="Mental health promotion in schools by strengthening self-efficacy",
journal="Health education (1992)",
year="2009",
author="Jerusalem, Matthias and Hessling, Johannes Klein",
volume="109",
number="4",
pages="329-341",
abstract="Purpose - The purpose of this paper is to review two school intervention projects aiming to promote students' self-efficacy in Germany. Self-efficacy, defined as people's &quot;beliefs in their capabilities to organize and execute the courses of action required to produce given attainments&quot;, is a core prevention criterion of mental health. It is positively connected to important facets of personality (e.g. motivational orientation, social competencies) as well as to health-related situation-specific behaviour (e.g. coping with stress, conflict solving).Design/methodology/approach - Two intervention projects, &quot;Self-efficacious Schools - SESC&quot; and &quot;Fostering Self-efficacy and Self-Determination in class - FOSS&quot;, made teachers familiar with the concept of self-efficacy to enable them to develop and adapt intra-curricular promotion measures of students' school self-efficacy and social self-efficacy.Findings - Individualisation of task demands and performance feedback as well as a high transparency of teachers' demands and evaluation criteria are beneficial for students' school self-efficacy. Social self-efficacy is enhanced by establishing a positive class climate, where students support each other and teachers are sensitive to the individual needs of their students.Research limitations/implications - Both FOSS and SESC are multi-component non-randomised controlled studies. Thus, future research is needed focusing on the different measures separately using RCT-designs.Practical implications - The actual implementation of promoting strategies into school lessons is the decisive step of strengthening students' mental health at school. As a consequence, promotion measures have to be embedded into organizational structures which can motivate teachers to learn and implement innovation even under unfavourable conditions.Originality/value - In contrast to extracurricular activities, there has been limited research on the implementation and evaluation of prevention activities continuously integrated into the mainstream school curriculum and normal lessons.<p />",
language="",
issn="0965-4283",
doi="10.1108/09654280910970901",
url="http://dx.doi.org/10.1108/09654280910970901"
}