Search results for ‘Subject term:"mental health problems"’ Sort:
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Helping children with the Steps to Cope intervention
- Authors:
- TEMPLETON Lorna, SIPLER Ed
- Journal article citation:
- Drugs and Alcohol Today, 14(3), 2014, pp.126-136.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to summarise the findings from two projects in Northern Ireland which investigated the feasibility of adapting an existing adult intervention, the 5-Step Method, for children affected by parental substance misuse and/or parental mental illness. The structured brief psychosocial intervention is called Steps to Cope and can be delivered as an individual or group intervention. Design/methodology/approach: The two projects recruited and trained 57 practitioners from across Northern Ireland, 20 of whom went on to use the Steps to Cope intervention with a total of 43 children. Findings: It appears possible to adapt the intervention for children; to train practitioners, some of whom are able to use the intervention with one or more children; and for the intervention to benefit children in line with the five steps of the intervention targeting areas such as health, feelings, information, coping, support, and resilience. However, there are organisational and practical barriers to delivery which need to be overcome for the intervention to be more widely implemented. Originality/value: Steps to Cope is a unique intervention for this population and the findings discussed here suggest that the model has potential in an area where support for children in their own right is lacking. (Publisher abstract)
The Get Going Group: mutual support in action
- Author:
- HACKETT Simon
- Journal article citation:
- Learning Disability Today, 14(1), January/February 2014, pp.22-23.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Get Going Group is a community-based group for people with learning disabilities who have been discharged from NHS inpatient mental health assessment and treatment units. The group aims to build people's confidence to access community groups and social networks that they can then continue to attend independently. It was set up as a pilot project in Newcastle as a way of bringing people with learning disabilities and mental ill health together and to provide peer support and build confidence and resilience. Group members progress through three different groups, and have the option to continue as facilitators in later groups. (Original abstract)
Building resilience
- Author:
- RAE Tina
- Journal article citation:
- Every Child Journal, 4(6), 2014, pp.30-39.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
In the first of two articles, the author looks at how to promote and maintain emotional health and well-being in schools - with a focus on children who are more vulnerable due to a range of risk factors in their lives. (Edited publisher abstract)
The importance of promoting mental health in children and young people from black and minority ethnic communities
- Author:
- LAVIS Paula
- Publisher:
- Race Equality Foundation
- Publication year:
- 2014
- Pagination:
- 12
- Place of publication:
- London
This briefing looks at the policy framework for mental health service provision and provides examples of existing practice which promote mental health for black and minority ethnic children and young people. It also highlights the impact of poor or incomplete data on commissioning and provision of mental health services for black and minority ethnic children and young people. This briefing also looks at specific factors that put children and young people from black and minority ethnic communities at risk of developing mental health problems as well as protective factors that can help build resilience. Two examples of good practice are also briefly described, 'Right Here' in Newham; and' Off the Record' in the London Borough of Croydon. (Edited publisher abstract)
Mental health, resilience and partnership commissioning
- Author:
- WILLIAMS Lisa
- Journal article citation:
- Mental Health Today, March/April 2014, pp.18-20.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Despite evidence which shows that interventions improve resilience, emotional wellbeing and promote good mental health, there are still a number of barriers within the commissioning and delivery system that make more holistic 'resilience enhancing practice' with vulnerable children and families difficult. This article highlights how services working in partnership can help to improve the mental health and resilience of children and young people with mental health issues. (Edited publisher abstract)
Mental health issues in the schools: are educators prepared?
- Authors:
- ANDREWS Amy, McCABE Mike, WIDEMAN-JOHNSTON Taunya
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 9(4), 2014, pp.261-272.
- Publisher:
- Emerald
Purpose: Mental health issues are exceedingly prevalent in society. Approximately one in five people will experience a mental illness within their lifetime and serious mental illnesses are most likely to emerge between the ages of 16 and 24. This research endeavored to gain a better understanding of teachers’ knowledge and perceived roles in dealing with students with mental health issues. The purpose of this paper is to explore teacher education programmess and other resources accessible to teachers as well as barriers to their continued learning about issues related to mental health. Design/methodology/approach: In total, 75 secondary school teachers completed an online survey consisting of 42 Likert-style questions constructed with the main objective of the study in mind. The questions were organised under five different subheadings in the survey in order to provide some direction regarding the research questions. Measures of central tendency were utilised to determine frequencies of responses. The researchers created summary tables of the data for analysis purposes. Findings: Teachers indicate that it is within their role to deal with mental health issues, but many do not have the knowledge to do so. Teacher education programmes are not providing enough preparation for teachers and, although available, many teachers do not have knowledge of resources produced by interest groups. Research limitations/implications: Teacher education programmes, both pre-service and in-sevice, must respond to the needs of teachers. In doing so, the authors can then address the needs of students and assist them in the challenges that mental illnesses present. Practical implications: While an educator's role does not officially include being a mental health practitioner, it is their role to educate all students. This inevitably requires an understanding of the connection between mental health issues and how they affect a student's ability to learn and to live a healthy life. Social implications: Resiliency theory suggests “the most important and consistent protective factor is that of adults caring for children during or after major stressors” (Masten et al., 1991, p. 431). Who better placed to assist them than teachers? Originality/value: This research adds to the ever-increasingly difficulty tasks that teachers are charged with implementing. It identifies a clear need for increased attention to preparing teachers. (Edited publisher abstract)
Building resilience after a natural disaster: an evaluation of a parental psycho-educational curriculum
- Authors:
- POWELL Tara, LEYTHAM Sheryl
- Journal article citation:
- Australian Social Work, 67(2), 2014, pp.285-296.
- Publisher:
- Taylor and Francis
Natural disasters are stressful to individuals, families, and communities on multiple levels. In the aftermath the stress of rebuilding homes and lives can make it difficult for caregivers to adequately support their children and family. Studies have shown that parental mental health and wellbeing is a protective factor against negative psychological sequelae in children. The current study assessed (N = 106) parents who participated in the Journey of Hope workshop after a 6.3 magnitude earthquake occurred in Christchurch New Zealand in February, 2011. Paired Samples T-tests indicate statistically significant gains (p < .05) in knowledge and reductions in stress after the workshop. Parents were more able to identify: (1) social supports in their community, (2) the ability to identify signs of stress and how stress affects their body, (3) how to cope with stress, and (4) a more positive outlook for the future. (Publisher abstract)