The Importance of Student Mental Health
In recent years, there has been a concerning rise in mental health challenges among children and adolescents worldwide. Studies indicate that around 1 in 7 young people aged 10-19 years old suffer from a mental disorder, accounting for 13% of the global burden of disease in this age group (World Health Organization, 2021, 2023).
Looking closer at the school context, research shows that 20% of adolescents experience ill-being, while 63% manage depression symptoms (Parviainen et al., 2020; Panchal et al., 2021). The COVID-19 pandemic has further exacerbated this trend, with children under 18 experiencing a 24% increase in depression, anxiety, and insomnia compared to the pre-pandemic period (Chi, 2020; Leeb et al., 2020).
Disturbingly, many of these mental health conditions remain underdiagnosed and undertreated, potentially leading to negative psychological outcomes in adulthood (World Health Organization, 2021, 2023). This is a concerning reality that schools, families, and communities must address proactively.
The Power of Care Competencies
Extensive research indicates that one of the most important strategies for promoting adolescent well-being is to provide them with the emotional and mental tools to build strong social connections and cultivate inner strengths, such as sociability, resilience, self-awareness, integrity, resourcefulness, and empathy (Administration for Children & Families, 2012; Mind and Life Institute, 2014a).
This is where the concept of “care competencies” comes into play. Care competencies encompass three key dimensions:
-
Receiving Care: Being aware of and receptive to the care and support offered by others, both emotionally and practically.
-
Self-Care: Recognizing, accepting, and meeting one’s own needs through self-awareness, self-compassion, and self-regulation.
-
Extending Care: Noticing, understanding, and responding empathetically to the needs of others, while also taking helpful action to support them.
Empirical evidence shows that well-developed care competencies are strongly associated with enhanced well-being, including decreased negative affect, perceived stress, anxiety, and depression, as well as increased happiness, positive affect, and life satisfaction (Cosley et al., 2010; Gülaçtı, 2010; Jenkinson et al., 2013; Moses et al., 2016; Murphey et al., 2013; Myers et al., 2012; Nguyen et al., 2020).
Care Competencies Training in Schools
In recognition of the importance of care competencies, some countries have integrated care-based curriculum programs into their school systems. These programs aim to promote students’ positive emotions and behavior through direct instruction in self-awareness, self-management, responsibility, empathy, and cooperation, creating a caring and supportive environment (Center for the Collaborative Classroom, 2016; Canada Ministry of Education, 2010; UNESCO, 2016; Eurasia Learning Foundation and Association, n.d.).
However, a closer look at the existing research on care-based interventions reveals some important gaps and limitations. Many of the evaluation studies are not well-documented, and the findings are often inconsistent or limited in their methodological rigor. Some programs have even shown no statistically significant impact on student outcomes (Debra, 2011; Diperna et al., 2015).
Furthermore, most care-based interventions have focused on only one or two dimensions of care, such as extending care (e.g., empathy skills) or self-care (e.g., mindfulness), rather than taking a holistic approach that addresses all three care competency areas simultaneously (Nguyen et al., 2020). This is a critical oversight, as research suggests that “learning to be cared for is the first step” (Noddings, 2002, p. 24) in developing care competencies and promoting well-being.
A Novel Intervention Approach
To address these gaps, researchers have developed a comprehensive, evidence-based care competencies training program that aims to enhance the well-being of Vietnamese adolescents. This innovative intervention employs a unique approach built on the latest educational research and best practices.
Holistic Care Competencies Framework
The program is grounded in a holistic definition of care that encompasses cognitive, affective, and behavioral dimensions across the three key areas of receiving care, self-care, and extending care (Nguyen et al., 2020). This ensures a well-rounded development of care competencies, recognizing that each dimension is crucial for promoting overall well-being.
Video Vignette-Based Learning
The care competencies training utilizes an instructional approach based on video vignettes, which are short, realistic scenarios that encourage discussion, problem-solving, and the application of situation-specific skills (Blömeke et al., 2015; De Coninck et al., 2018; Muñiz-Rodríguez et al., 2018). This method allows students to engage with care-related challenges in a safe and interactive way, fostering the reflection and decision-making skills needed to navigate real-life situations.
Rigorous Evaluation
The effectiveness of this care competencies training program has been evaluated using a rigorous randomized controlled trial (RCT) design. The study involved 191 Vietnamese adolescents, with half participating in the 7-week intervention and the other half serving as a control group. Validated scales were used to measure the students’ care competencies and well-being outcomes at three time points: before, immediately after, and two months after the intervention.
Promising Outcomes
The results of the RCT study are highly encouraging. The findings demonstrate that the care competencies training program was successful in achieving several key outcomes:
-
Increased Care Competencies: Adolescents in the intervention group showed a significant increase in their care competencies, including receiving care, self-care, and extending care, compared to the control group.
-
Decreased Care Failures: Alongside the increase in care competencies, the intervention group also experienced a significant decrease in care failures, such as self-criticism, ignorance of others’ needs, and ineffective self-care practices.
-
Enhanced Well-Being: The intervention group exhibited a significant improvement in their well-being, as evidenced by increased life satisfaction and decreased perceived stress, emotional, and behavioral problems, compared to the control group.
Importantly, the study also found that the changes in care competencies and failures consistently and significantly predicted the changes in well-being for the adolescents in the intervention group. This supports the causal relationship between the development of care competencies and the enhancement of adolescent well-being.
Implications for Stanley Park High School
The promising findings from this care competencies training program have important implications for Stanley Park High School and its efforts to support the mental health and well-being of its students.
By integrating a similar holistic, evidence-based approach to care competencies development into the school’s curriculum and support services, Stanley Park High School can empower its students to build the emotional, social, and self-regulatory skills they need to thrive.
The video vignette-based learning strategy used in the intervention aligns well with the school’s focus on engaging, interactive, and student-centered teaching methods. By providing opportunities for students to practice perceiving, interpreting, and responding to care-related scenarios, the school can foster the real-world skills and dispositions that are foundational to well-being.
Furthermore, the RCT study’s emphasis on measuring outcomes across the three key care competency dimensions – receiving care, self-care, and extending care – can inform Stanley Park High School’s approach to assessment and progress monitoring. By tracking students’ development in these areas, the school can ensure that its care-based initiatives are truly making a meaningful difference in their students’ lives.
Conclusion
In an era where student mental health is a growing concern, the care competencies training program offers a promising and evidence-based solution. By equipping adolescents with the skills to receive care, practice self-care, and extend care to others, this innovative approach has the potential to significantly enhance the well-being of young people.
Stanley Park High School is well-positioned to explore the integration of a similar care competencies development program into its existing mental health and well-being initiatives. By doing so, the school can empower its students to build the emotional resilience, social connections, and self-awareness they need to thrive, both in the classroom and beyond.
To learn more about the care competencies training program and how it can benefit your school, please visit the Stanley Park High School website. Our team of experts is available to provide guidance and support as you explore this exciting opportunity to promote the holistic well-being of your students.
