Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857827
Anna Stefanakou, A. Tsiantis, J. Tsiantis
This paper describes several anti-bullying programmes implemented in Greece, aiming at preventing and tackling the phenomenon in school environments. The aims of the study were to present the situation in Greece (including the prevalence of bullying and description of programmes implemented) according to the approaches characterizing anti-bullying projects in general. Anti-bullying interventions in Greece include a variety of methods; however, they are not applied in a systematic basis. As conclusion, limitations and recommendations for future actions are mentioned in order to increase the effectiveness of interventions and establish a formal anti-bullying policy supported by not only school communities, but also the wider community in an expansive form of adaptation.
{"title":"A review of anti-bullying prevention and intervention programmes in Greece","authors":"Anna Stefanakou, A. Tsiantis, J. Tsiantis","doi":"10.1080/14623730.2013.857827","DOIUrl":"https://doi.org/10.1080/14623730.2013.857827","url":null,"abstract":"This paper describes several anti-bullying programmes implemented in Greece, aiming at preventing and tackling the phenomenon in school environments. The aims of the study were to present the situation in Greece (including the prevalence of bullying and description of programmes implemented) according to the approaches characterizing anti-bullying projects in general. Anti-bullying interventions in Greece include a variety of methods; however, they are not applied in a systematic basis. As conclusion, limitations and recommendations for future actions are mentioned in order to increase the effectiveness of interventions and establish a formal anti-bullying policy supported by not only school communities, but also the wider community in an expansive form of adaptation.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"19 - 27"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857827","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2014.888894
E. S. Papacosta, A. Paradeisioti, Chrysostomos Lazarou
A number of preventive programs and interventions regarding bullying phenomenon in schools in Cyprus and an epidemiological study of this phenomenon are presented in this paper. The epidemiological study and the preventive programs presented were developed in the European context of Daphne II, and Daphne III, coordinated by Greece with Coordinating Organization, the «Association for the Psychosocial Health of Children and Adolescents». Other countries involved were; Cyprus, Lithuania, Poland and Germany. The aim of these programs was to educate primary school students about bullying and its diverse forms, to provide them the necessary guidelines to identify bullying behavior and to develop the necessary mechanisms for reporting it. Findings suggest that bullying in schools in Cyprus is a reality and can cause victims PTSD symptomatology serious problems in mental health and overall functionality.
{"title":"Bullying phenomenon and preventive programs in Cyprus's school system","authors":"E. S. Papacosta, A. Paradeisioti, Chrysostomos Lazarou","doi":"10.1080/14623730.2014.888894","DOIUrl":"https://doi.org/10.1080/14623730.2014.888894","url":null,"abstract":"A number of preventive programs and interventions regarding bullying phenomenon in schools in Cyprus and an epidemiological study of this phenomenon are presented in this paper. The epidemiological study and the preventive programs presented were developed in the European context of Daphne II, and Daphne III, coordinated by Greece with Coordinating Organization, the «Association for the Psychosocial Health of Children and Adolescents». Other countries involved were; Cyprus, Lithuania, Poland and Germany. The aim of these programs was to educate primary school students about bullying and its diverse forms, to provide them the necessary guidelines to identify bullying behavior and to develop the necessary mechanisms for reporting it. Findings suggest that bullying in schools in Cyprus is a reality and can cause victims PTSD symptomatology serious problems in mental health and overall functionality.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"67 - 80"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2014.888894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60309206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857825
H. Cowie
Since the 1980s, the phenomenon of school bullying has been increasingly acknowledged as a worldwide issue. Researchers and practitioners have collaborated internationally to define its nature, measure its incidence, understand its impact on the emotional health and well-being of children and young people across cultures, identify effective coping strategies and develop interventions to reduce and prevent it. Current motivation to continue to investigate bullying in schools is also part of a movement to make schools more enjoyable for all and to help promote pro-social values for the next generation. Bullying, we know, encompasses racism, sexism, homophobia, prejudice and discrimination. Most recently, we see the emergence of new forms of bullying, such as cyberbullying. Despite extensive efforts, researchers and practitioners have not yet found the ideal way to eradicate bullying from schools. One possible reason is that a major focus in the past was on the individual characteristics of bullies and victims. More recently, however, attention has turned to the wider social context within which bullying takes place. Such an approach focuses on the systems and institutions, as well as the individuals who interact and relate to one another within particular environments or cultures. From this perspective, the impetus for change comes from the whole school – its ethos, its values, its concern for rights and responsibilities and the consistency of its policies. This Special Issue reflects a concern to improve the lives of countless children, not only the targets (who clearly suffer) and perpetrators (who are damaged emotionally and socially), but also the bystanders who are negatively affected when bullying goes unchallenged. The contributors, from Cyprus, Greece and Lithuania, take account of current dialogues and debates in the field, including the tension between the focus on individuals and their relationships on the one hand and the social contexts within which bullying takes place on the other. The authors present new quantitative and qualitative research findings as well as critical overviews of interventions. Bibou-Nakou and colleagues present findings from a survey of 502 students about bullying in Greek secondary schools to include duration, location, student response and reported coping strategies. The authors note that 51.9% report that they would definitely help a bullied peer, 24.5% report that they would like to help, while 80.6% express empathy for victims; despite this, bullying is widespread. The detailed research findings give insights into the complexity of the phenomenon and the reasons why so often bullying remains secret and unreported. Paradeisiote and colleagues report findings from a large survey of 1645 students in Cyprus and note the significant proportion of children with psychosocial difficulties. They also found that teachers too often appeared to be unaware of their students’ problems. The authors strongly advocate great
{"title":"Commentary on the Special Issue","authors":"H. Cowie","doi":"10.1080/14623730.2013.857825","DOIUrl":"https://doi.org/10.1080/14623730.2013.857825","url":null,"abstract":"Since the 1980s, the phenomenon of school bullying has been increasingly acknowledged as a worldwide issue. Researchers and practitioners have collaborated internationally to define its nature, measure its incidence, understand its impact on the emotional health and well-being of children and young people across cultures, identify effective coping strategies and develop interventions to reduce and prevent it. Current motivation to continue to investigate bullying in schools is also part of a movement to make schools more enjoyable for all and to help promote pro-social values for the next generation. Bullying, we know, encompasses racism, sexism, homophobia, prejudice and discrimination. Most recently, we see the emergence of new forms of bullying, such as cyberbullying. Despite extensive efforts, researchers and practitioners have not yet found the ideal way to eradicate bullying from schools. One possible reason is that a major focus in the past was on the individual characteristics of bullies and victims. More recently, however, attention has turned to the wider social context within which bullying takes place. Such an approach focuses on the systems and institutions, as well as the individuals who interact and relate to one another within particular environments or cultures. From this perspective, the impetus for change comes from the whole school – its ethos, its values, its concern for rights and responsibilities and the consistency of its policies. This Special Issue reflects a concern to improve the lives of countless children, not only the targets (who clearly suffer) and perpetrators (who are damaged emotionally and socially), but also the bystanders who are negatively affected when bullying goes unchallenged. The contributors, from Cyprus, Greece and Lithuania, take account of current dialogues and debates in the field, including the tension between the focus on individuals and their relationships on the one hand and the social contexts within which bullying takes place on the other. The authors present new quantitative and qualitative research findings as well as critical overviews of interventions. Bibou-Nakou and colleagues present findings from a survey of 502 students about bullying in Greek secondary schools to include duration, location, student response and reported coping strategies. The authors note that 51.9% report that they would definitely help a bullied peer, 24.5% report that they would like to help, while 80.6% express empathy for victims; despite this, bullying is widespread. The detailed research findings give insights into the complexity of the phenomenon and the reasons why so often bullying remains secret and unreported. Paradeisiote and colleagues report findings from a large survey of 1645 students in Cyprus and note the significant proportion of children with psychosocial difficulties. They also found that teachers too often appeared to be unaware of their students’ problems. The authors strongly advocate great","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857825","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857828
Heinz Witteriede
The problem of bullying at German schools is looked into from a pupil-centred and a teacher-centred perspective. A systematic inventory of publications on the subject in the last 20 years in Germany is reported introductorily, followed by a determination of the phenomenon in terms of labelling, definition, systematization of possible behaviour forms and parties regularly involved. Subsequently, the prevalence of bullying in the life of German pupils and teachers as well as research on its impact is considered. Approaches and measures in use are focused on before the investigation arrives at some final considerations.
{"title":"Bullying in the life of German pupils and teachers: basics, facts and measures to cope with the problem at schools","authors":"Heinz Witteriede","doi":"10.1080/14623730.2013.857828","DOIUrl":"https://doi.org/10.1080/14623730.2013.857828","url":null,"abstract":"The problem of bullying at German schools is looked into from a pupil-centred and a teacher-centred perspective. A systematic inventory of publications on the subject in the last 20 years in Germany is reported introductorily, followed by a determination of the phenomenon in terms of labelling, definition, systematization of possible behaviour forms and parties regularly involved. Subsequently, the prevalence of bullying in the life of German pupils and teachers as well as research on its impact is considered. Approaches and measures in use are focused on before the investigation arrives at some final considerations.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"53 - 66"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857823
Charis Asimopoulos, I. Bibou-Nakou, Theologos Hatzipemou, E. Soumaki, J. Tsiantis
This article presents qualitative research data about the perceptions of both primary school students and their teachers in relation to the phenomenon of bullying at school. The research was carried out through focus group interviews. According to the research, the phenomenon of bullying is recognized and understood by students as an important problem; also, students experience its effects since the first grade and seek the help of adults, in particular their teachers, in order to face bullying, without, however, being listened to in most cases. On the other hand, teachers tend to recognize as a problem only the incidents involving physical violence and serious consequences that are likely to make parents worry. Suggestions of students and teachers regarding policies and practice measures dealing with bullying focus on the enhancement of communication, awareness-raising, support by health-care professionals and cooperation with parents.
{"title":"An investigation into students' and teachers' knowledge, attitudes and beliefs about bullying in Greek primary schools","authors":"Charis Asimopoulos, I. Bibou-Nakou, Theologos Hatzipemou, E. Soumaki, J. Tsiantis","doi":"10.1080/14623730.2013.857823","DOIUrl":"https://doi.org/10.1080/14623730.2013.857823","url":null,"abstract":"This article presents qualitative research data about the perceptions of both primary school students and their teachers in relation to the phenomenon of bullying at school. The research was carried out through focus group interviews. According to the research, the phenomenon of bullying is recognized and understood by students as an important problem; also, students experience its effects since the first grade and seek the help of adults, in particular their teachers, in order to face bullying, without, however, being listened to in most cases. On the other hand, teachers tend to recognize as a problem only the incidents involving physical violence and serious consequences that are likely to make parents worry. Suggestions of students and teachers regarding policies and practice measures dealing with bullying focus on the enhancement of communication, awareness-raising, support by health-care professionals and cooperation with parents.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"42 - 52"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857823","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857824
I. Bibou-Nakou, Charis Asimopoulos, Theologos Hatzipemou, E. Soumaki, J. Tsiantis
The present article presents the findings of a quantitative study which, beyond the general purpose of extending previous findings on the prevalence and nature of peer bullying in the secondary schools of a specific geographical area of Greece, had the aim to describe the problem from the points of view of students in their different roles as observers of bullying, students who are bullied and students who behave as bullies. A total of 502 students in the first three years of four different high schools were asked to fill in the Olweus Questionnaire. The results of the present study reveal that bullying does in fact exist in Greek secondary schools, primarily in the form of verbal aggression, social exclusion and sexual harassment. Of special interest is the variance in the frequency of bullying depending on whether the students identified themselves as bullies, victims, or observers.
{"title":"Bullying in Greek secondary schools: prevalence and profile of bullying practices","authors":"I. Bibou-Nakou, Charis Asimopoulos, Theologos Hatzipemou, E. Soumaki, J. Tsiantis","doi":"10.1080/14623730.2013.857824","DOIUrl":"https://doi.org/10.1080/14623730.2013.857824","url":null,"abstract":"The present article presents the findings of a quantitative study which, beyond the general purpose of extending previous findings on the prevalence and nature of peer bullying in the secondary schools of a specific geographical area of Greece, had the aim to describe the problem from the points of view of students in their different roles as observers of bullying, students who are bullied and students who behave as bullies. A total of 502 students in the first three years of four different high schools were asked to fill in the Olweus Questionnaire. The results of the present study reveal that bullying does in fact exist in Greek secondary schools, primarily in the form of verbal aggression, social exclusion and sexual harassment. Of special interest is the variance in the frequency of bullying depending on whether the students identified themselves as bullies, victims, or observers.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"18 - 3"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857824","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1080/14623730.2013.857826
Robertas Povilaitis, Laima Bulotaitė
The article looks into prevention of bullying in Lithuania by applying the ecological model. It describes how bullying is being addressed in all levels – individual, relationship, community and societal. The article describes several programmes that are implemented widely in the educational setting. The overview is made of the implementation of programmes that promote mental health and teach children social and emotional skills at the group or class level as well as other anti-bullying programmes that involve the whole school communities. The strong governmental and societal recognition of bullying problem in 2007 led to the nationwide implementation of these programmes. Lithuanian data from International HBSC study shows positive thrend of gradual decrease of percentages of children who are being bullied and who are bullying others.
{"title":"Prevention of bullying in Lithuania","authors":"Robertas Povilaitis, Laima Bulotaitė","doi":"10.1080/14623730.2013.857826","DOIUrl":"https://doi.org/10.1080/14623730.2013.857826","url":null,"abstract":"The article looks into prevention of bullying in Lithuania by applying the ecological model. It describes how bullying is being addressed in all levels – individual, relationship, community and societal. The article describes several programmes that are implemented widely in the educational setting. The overview is made of the implementation of programmes that promote mental health and teach children social and emotional skills at the group or class level as well as other anti-bullying programmes that involve the whole school communities. The strong governmental and societal recognition of bullying problem in 2007 led to the nationwide implementation of these programmes. Lithuanian data from International HBSC study shows positive thrend of gradual decrease of percentages of children who are being bullied and who are bullying others.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"16 1","pages":"28 - 41"},"PeriodicalIF":1.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.857826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-01DOI: 10.1080/14623730.2013.850262
N. Buys, Jing Sun
This study aims to investigate the association between depression and obesity in older adults in Australia and the influencing effects of dietary patterns. The cross-sectional study design was used for the study. The study was conducted across nine community settings in Gold Coast, Queensland. The study cohort included 301 randomly selected men and women, aged 50–88 years. Depression was measured using the General Health Questionnaire. Body mass index (BMI) was assessed according to the Australian Bureau of Statistics criteria, and obesity was classified as a BMI of 30.0 kg/m2. Dietary pattern was measured using a standardized Food Frequency Questionnaire. The associations between anxiety or depression and BMI and the dietary patterns were estimated using multinomial logistic regression models. In all participants, dietary patterns were associated with both depression and obesity. Diets had mediating effects on the association between depression and obesity. Participants who consumed more high-fat meat products and fewer fruits and vegetables had an increased chance of obesity. Participants who were depressed did not have an increased chance of obesity when dietary patterns were adjusted in the multinomial logistic regression model. The results of the study suggest that dietary patterns are related to both depression and obesity and are important mediators in the increasing probability of obesity. The results have implications to inform intervention programmes to target dietary-intake behaviour change so that depression and obesity can be prevented in older adults.
{"title":"Relationship between obesity and depression in older Australian adults and examination of dietary patterns as influencing factors","authors":"N. Buys, Jing Sun","doi":"10.1080/14623730.2013.850262","DOIUrl":"https://doi.org/10.1080/14623730.2013.850262","url":null,"abstract":"This study aims to investigate the association between depression and obesity in older adults in Australia and the influencing effects of dietary patterns. The cross-sectional study design was used for the study. The study was conducted across nine community settings in Gold Coast, Queensland. The study cohort included 301 randomly selected men and women, aged 50–88 years. Depression was measured using the General Health Questionnaire. Body mass index (BMI) was assessed according to the Australian Bureau of Statistics criteria, and obesity was classified as a BMI of 30.0 kg/m2. Dietary pattern was measured using a standardized Food Frequency Questionnaire. The associations between anxiety or depression and BMI and the dietary patterns were estimated using multinomial logistic regression models. In all participants, dietary patterns were associated with both depression and obesity. Diets had mediating effects on the association between depression and obesity. Participants who consumed more high-fat meat products and fewer fruits and vegetables had an increased chance of obesity. Participants who were depressed did not have an increased chance of obesity when dietary patterns were adjusted in the multinomial logistic regression model. The results of the study suggest that dietary patterns are related to both depression and obesity and are important mediators in the increasing probability of obesity. The results have implications to inform intervention programmes to target dietary-intake behaviour change so that depression and obesity can be prevented in older adults.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"15 1","pages":"263 - 274"},"PeriodicalIF":1.3,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.850262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-01DOI: 10.1080/14623730.2013.844917
S. Boenisch-Alert, K. Holtz, A. Müller, A. Bramesfeld, F. Hierse, M. Schützwohl, U. Hegerl, R. Kocalevent
Knowledge about mentally ill parents, particularly in psychiatric outpatient care is scarce. The study presented here aims to investigate the characteristics of mentally ill parents with minor children in psychiatric outpatient care. All outpatients with minor children, who came to a psychiatrist's practice in Saxony, Germany, at an appointed date filled out a questionnaire (including diagnosis, sociodemographic data, perceived needs and usage of health care system). Data were analysed using SPSS 18.0. The study sample (n = 128) was characterized by a high percentage of women (75%), and high rates of depression (53.1%), anxiety disorder (19.5%) and addiction (10.9%). The main difference between mothers and fathers was the significantly higher rate of custody in mothers. Of the sample, 21.2% of the children of the mentally ill parents (n = 41) had already received treatment because of psychological or behavioural problems. Mentally ill mothers are more likely to retain a caretaking role in their children's lives. Mentally ill fathers are more likely to have an inpatient stay after the birth of the first child. Treatment rates of 21.2% of children of mentally ill parents concerning psychological or behavioural difficulties are alarmingly high. Therefore, psychiatric outpatient care as the biggest part of psychiatric standard care in Germany should get more attention in research and care for mentally ill parents and their children.
{"title":"Mentally ill parents in psychiatric outpatient care: results of the study ‘HELP-S for Children’","authors":"S. Boenisch-Alert, K. Holtz, A. Müller, A. Bramesfeld, F. Hierse, M. Schützwohl, U. Hegerl, R. Kocalevent","doi":"10.1080/14623730.2013.844917","DOIUrl":"https://doi.org/10.1080/14623730.2013.844917","url":null,"abstract":"Knowledge about mentally ill parents, particularly in psychiatric outpatient care is scarce. The study presented here aims to investigate the characteristics of mentally ill parents with minor children in psychiatric outpatient care. All outpatients with minor children, who came to a psychiatrist's practice in Saxony, Germany, at an appointed date filled out a questionnaire (including diagnosis, sociodemographic data, perceived needs and usage of health care system). Data were analysed using SPSS 18.0. The study sample (n = 128) was characterized by a high percentage of women (75%), and high rates of depression (53.1%), anxiety disorder (19.5%) and addiction (10.9%). The main difference between mothers and fathers was the significantly higher rate of custody in mothers. Of the sample, 21.2% of the children of the mentally ill parents (n = 41) had already received treatment because of psychological or behavioural problems. Mentally ill mothers are more likely to retain a caretaking role in their children's lives. Mentally ill fathers are more likely to have an inpatient stay after the birth of the first child. Treatment rates of 21.2% of children of mentally ill parents concerning psychological or behavioural difficulties are alarmingly high. Therefore, psychiatric outpatient care as the biggest part of psychiatric standard care in Germany should get more attention in research and care for mentally ill parents and their children.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"15 1","pages":"254 - 262"},"PeriodicalIF":1.3,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.844917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-01DOI: 10.1080/14623730.2013.853420
Amy Mendenhall, Sierra Carly Jackson
The Mental Health First Aid (MHFA) course is being used as a tool for educating communities worldwide about mental health. MHFA instructors' experiences in delivering MHFA are not widely documented. In this study, MHFA instructors in 1 state were interviewed and surveyed about their experiences. The findings are that the most common reason for becoming an MHFA instructor was to have a community impact; the most frequently mentioned instructor-identified characteristic was strong teaching or presentation skills, with past clinical experience or education being helpful. Agencies typically deliver MHFA in a team-teaching model, utilize informal marketing or advertisement and often offer the course at a financial loss. Findings suggest that in delivering MHFA, agencies should be deliberate in selecting and training instructors and in creating an agency delivery plan.
{"title":"Instructor insights into delivery of Mental Health First Aid USA: A case study of mental health promotion across one state","authors":"Amy Mendenhall, Sierra Carly Jackson","doi":"10.1080/14623730.2013.853420","DOIUrl":"https://doi.org/10.1080/14623730.2013.853420","url":null,"abstract":"The Mental Health First Aid (MHFA) course is being used as a tool for educating communities worldwide about mental health. MHFA instructors' experiences in delivering MHFA are not widely documented. In this study, MHFA instructors in 1 state were interviewed and surveyed about their experiences. The findings are that the most common reason for becoming an MHFA instructor was to have a community impact; the most frequently mentioned instructor-identified characteristic was strong teaching or presentation skills, with past clinical experience or education being helpful. Agencies typically deliver MHFA in a team-teaching model, utilize informal marketing or advertisement and often offer the course at a financial loss. Findings suggest that in delivering MHFA, agencies should be deliberate in selecting and training instructors and in creating an agency delivery plan.","PeriodicalId":45767,"journal":{"name":"International Journal of Mental Health Promotion","volume":"15 1","pages":"275 - 287"},"PeriodicalIF":1.3,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14623730.2013.853420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60308300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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