Search results for ‘Subject term:"mental health problems"’ Sort:
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Do Mental Health First Aid™ courses enhance knowledge?
- Authors:
- MORRISSEY Hanna, et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(2), 2017, pp.69-76.
- Publisher:
- Emerald
Purpose: The Mental Health First Aid™ courses, like general first aid, are designed to improve community knowledge about mental health problems and people who are experiencing mental illness, and thereby enable people to provide appropriate assistance. The purpose of this paper is to evaluate the extent to which this is achieved. Design/methodology/approach: An educational audit based upon a short quiz administered anonymously to 162 tertiary students from a range of disciplines, before and after delivery of the standard 12 hour Mental Health First Aid™ course. This was used to examine assumptions and proposed actions before and after training. Findings: Analysis of the 162 responses found that the Mental Health First Aid™ courses significantly improve knowledge. This has the potential to increase understanding and support for those suffering mental illness. Research limitations/implications: This educational audit looked only at knowledge improvement. Whether this really does translate into improved outcomes requires further investigation. Practical implications: Tertiary students who are enrolled in health courses and others which involve human interaction as provision of services will be empowered with skills that enable them to interact with those who they will be serving at well-informed level and equity. (Edited publisher abstract)
Changing public stigma with continuum beliefs
- Authors:
- CORRIGAN Patrick W., et al
- Journal article citation:
- Journal of Mental Health, 26(5), 2017, pp.411-418.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Background: Given the egregious effect of public stigma on the lives of people with mental illness, researchers have sought to unpack and identify effective components of anti-stigma programmes. Aim: The authors expect to show that continuum messages have more positive effect on stigma and affirming attitudes (beliefs that people with mental illness recover and should be personally empowered) than categorical perspectives. The effect of continuum beliefs will interact with contact strategies. Method: A total of 598 research participants were randomly assigned to online presentations representing one of the six conditions: three messages (continuum, categorical, or neutral control) by two processes (education or contact). Participants completed measures of continuum beliefs (as a manipulation check), stigma and affirming attitudes after viewing the condition. Results: Continuum messages had significantly better effect on views that people with mental illness are “different,” a finding that interacted with contact. Continuum messages also had better effects on recovery beliefs, once again an effect that interacted significantly with contact. Conclusions: Implications of these findings for improving anti-stigma programmes are discussed. (Edited publisher abstract)
Mental health first aid for the elderly: a pilot study of a training program adapted for helping elderly people
- Authors:
- SVENSSON Bengt, HANSSON Lars
- Journal article citation:
- Aging and Mental Health, 21(6), 2017, pp.595-601.
- Publisher:
- Taylor and Francis
Objectives: Epidemiological studies have shown a high prevalence of mental illness among the elderly. Clinical data however indicate both insufficient detection and treatment of illnesses. Suggested barriers to treatment include conceptions that mental health symptoms belong to normal ageing and lack of competence among staff in elderly care in detecting mental illness. A Mental Health First Aid (MHFA) training programme for the elderly was developed and provided to staff in elderly care. The aim of this study was to investigate changes in knowledge in mental illness, confidence in helping a person, readiness to give help and attitudes towards persons with mental illness. Method: Single group pre-test–post-test design. Results: The study group included staff in elderly care from different places in Sweden (n = 139). Significant improvements in knowledge, confidence in helping an elderly person with mental illness and attitudes towards persons with mental illness are shown. Skills acquired during the course have been practiced during the follow-up. Conclusions: The adaption of MHFA training for staff working in elderly care gives promising results. Improvements in self-reported confidence in giving help, attitudes towards persons with mental illness and actual help given to persons with mental illness are shown. However, the study design allows no firm conclusions and a randomised controlled trail is needed to investigate the effectiveness of the programme. Outcomes should include if the detection and treatment of mental illness among the elderly actually improved. (Edited publisher abstract)
Social work contribution to the multidisciplinary team in preventative approaches for children and young people at risk of mental health issues: evidence from practice
- Author:
- INGLIS Shelia
- Editor:
- MUIRHEAD Stuart
- Publisher:
- IRISS
- Publication year:
- 2017
- Pagination:
- 16
An analysis of work carried out with practitioners working in East Dunbartonshire, Scotland to examine the social worker contribution to the multidisciplinary team in preventing mental health issues among children and young people at risk. It draws on the results of a focus group with five practitioners (including a child protection coordinator, social worker and senior practitioner) and interviews with three practitioners. Key messages highlight the importance of: recognising the complex nature of the cases multi-disciplinary teams are working with; continuing to develop multi-disciplinary engagement in case conferences; to develop a better understanding of other professional roles within the multi-disciplinary team; and have more knowledge about what works and processes across the sectors. It is one of three linked evidence summaries from the NHS Education for Scotland Networked Evidence Search and Summary Service, which combine evidence from research, practice and improvement to inform an action plan for East Dunbartonshire. (Edited publisher abstract)
Training frontline community agency staff in dialectical behaviour therapy: building capacity to meet the mental health needs of street-involved youth
- Authors:
- McCAY Elizabeth, et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(2), 2017, pp.121-132.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to evaluate the effectiveness of the dialectical behaviour therapy (DBT) training which was provided to community agency staff (N=18) implementing DBT in the community with street-involved youth. Design/methodology/approach: Staff participated in a multi-component approach to training which consisted of webinars, online training, self-study manuals, and ongoing peer consultation. To evaluate assess the effectiveness of the training, questionnaires assessing evaluating DBT skills knowledge, behavioural anticipation and confidence, and DBT skills use, were completed at baseline, immediately post-training, four to six months post-training, and 12-16 months post-training. Additionally, the mental health outcomes for youth receiving the DBT intervention are reported to support the effectiveness of the training outcomes. Findings: Results demonstrate that the DBT skills, knowledge, and confidence of community agency staff improved significantly from pre to post-training and that knowledge and confidence were sustained over time. Additionally, the training was clinically effective as demonstrated by the significant improvement in mental health outcomes for street-involved youth participating in the intervention. Practical implications: Findings suggest that this evidence-based intervention can be taught to a range of staff working in community service agencies providing care to street-involved youth and that the intervention can be delivered effectively. (Edited publisher abstract)
Not in employment, education or training: mental health, substance use, and disengagement in a multi-sectoral sample of service-seeking Canadian youth
- Authors:
- HENDERSON Joanna L., et al
- Journal article citation:
- Children and Youth Services Review, 75, 2017, pp.138-145.
- Publisher:
- Elsevier
Background: Youth who are not engaged in employment, education or training (NEET) face multiple health, economic and psychosocial challenges. Despite the popularity of the NEET metric internationally, there is a paucity of research describing Canadian NEET youth. Method: The proportion of NEET youth aged 12 to 24 presenting for services across multiple service sectors in Canada was examined. Their sociodemographic characteristics and mental health concerns were compared with those of their non-NEET peers. Results: Over a quarter of youth were NEET, and they presented for services across all sectors. NEET youth showed multiple psychosocial risk factors. They were also more likely to endorse substance use and crime/violence concerns than their non-NEET service-seeking counterparts. Gender-based differences were observed. Discussion: Since many youth presenting for services across sectors are NEET, youth-serving agencies should be prepared to offer a wide range of services to address their diverse needs. Implications for systematic screening and integrated service provision are discussed. Abbreviations: NEET, Not engaged in Education, Employment or Training; MHA, mental health and addictions; GSS, GAIN Short Screener. (Publisher abstract)
Creating connections: an evaluation of peer-led self-management training for single parents
- Authors:
- CHAKKALACKAL Lauren, BREEDVELT Josefien
- Publisher:
- Mental Health Foundation
- Publication year:
- 2017
- Pagination:
- 62
- Place of publication:
- Cardiff
Evaluation of Creating Connections, a programme using self-management and peer support approaches to help single parents living in Cardiff and Newport to gain more control over their lives and maintain their health and wellbeing. The report looks at how being a single parent can impact on mental health and wellbeing, highlights the benefits of using community based interventions to tackle these challenges, and presents the evaluation findings. The programme, which was funded by the Big Lottery Cymru and delivered by the Mental Health Foundation in partnership with Gingerbread, focused on three main outcomes. These were: for increased wellbeing, confidence and self-esteem; the ability to make individual goal choices and develop the skills needed to achieve them; and to widen social networks and develop sustained friendships. The evaluation was carried out from September 2014 to December 2016 and was based on a mixed methods design, using quantitative and qualitative data collected from group participants. The results show that the project achieved the three key outcomes. There was a significant increase in the wellbeing of participants after six months on the programme, with improvements on the Warwick-Edinburgh Mental Wellbeing Scale; a total of 83 per cent of single parents (33 out of 40) surveyed were successful in achieving their primary goal within six months; and participants also identified peer support as one of the most helpful aspects of programme and valued sharing experiences and making friends so that they felt less lonely and isolated. The final section looks makes recommendations and outlines ongoing developments that have already been initiated as a result of the project. (Edited publisher abstract)
Mental health core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2017
- Pagination:
- 86
- Place of publication:
- Bristol
Framework setting out the core skills and knowledge which the health and social care workforce need to provide high-quality mental health services. The Framework was commissioned by the Department of Health, and aims to support consistent mental health education and training across a variety of service settings, providing opportunities for joint education and training. The framework classifies key skills and knowledge into three tiers: general mental health awareness; skills required for staff that have some regular contact with people with mental health issues; and skills needed to care for people with complex mental health needs. It covers 18 subject areas, which include: promoting wellbeing, establishing positive relationships, understanding prevention, recovery focused approaches, and using technology to deliver effective support. Each subject area include details of the target audience, learning outcomes, and links to relevant guidance, legislation and National Occupational Standards. The framework covers the care of people of all ages, including children, young people, working-age adults and older people. (Edited publisher abstract)
St Basils psychologically informed environments: meeting the emotional and psychological needs of young homeless people
- Authors:
- CUMMINGS Jennifer, SKEATE Amanda, ANDERSON Giles
- Publisher:
- Housing Learning and Improvement Network
- Publication year:
- 2017
- Pagination:
- 9
- Place of publication:
- London
This case study outlines how a West Midlands based housing service providing supported accommodation and other services to young homeless people, has implemented and evaluated a bespoke psychologically-informed environment (PIE) to meet the emotional and psychological needs of their clients. The service found that that many clients had suffered from some degree of emotional trauma and have a history of abuse, neglect, broken relationships and were increasingly presenting with complex trauma and multiple needs. The case study focusses on the transformation of St Basils into a psychologically-aware housing service through developing a psychological framework, developing the physical environment and social spaces, staff training and support, managing relationships and ongoing evaluation and evidencing of impact. (Edited publisher abstract)
Children and young people's mental health - the role of education. First joint report of the Education and Health Committees of session 2016-17
- Authors:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee, GREAT BRITAIN. Parliament. House of Commons. Health Committee
- Publisher:
- House of Commons
- Publication year:
- 2017
- Pagination:
- 38
- Place of publication:
- London
This joint inquiry report from the Health and Education Committees finds that education and mental health services need to work closely together to plan the most effective way of improving children and young people’s mental health and well-being. The inquiry considered approaches to improving well-being in schools and colleges, the development of mental health support in education providers, and the impact of social media on the mental wellbeing of children and young people. It heard oral evidence from representatives of both the education and the mental health sectors and also drew on a survey of children and young people and forum with teachers. The Committee support a whole school approach that promotes well-being throughout the school, the curriculum and in staff training and continuing professional development. The recommendations include: strengthening mental health training and continuing professional development for teachers; the development of stronger partnerships between the education sector and mental health services; and for schools and colleges to help children and young people make more informed choices about their use of social media. (Edited publisher abstract)