Pub Date : 2021-05-04DOI: 10.1080/18387357.2021.1925419
A. Reupert
COVID-19 is the biggest global crisis and challenge of our time, with an unparalleled impact on our economies, education, health and everyday lives. Governments have been forced to respond under immense time pressures to protect their people, economies and borders. Their responses will have long-term impacts, not only for now but also for the future. As already argued (Reupert, 2021), the current pandemic is unlikely to be the last global health crisis we face. Moreover, the impacts of the pandemic will not end, once the vaccine has been fully rolled out. Hence, it is incumbent on governments and indeed, for the readership of this journal, to learn from this pandemic, and respective countries’ responses, and take those lessons into the future. From my point of view, there are five clear lessons that we can take away from this pandemic. These lessons also resonate with the papers of the present issue.
{"title":"Lessons from COVID 19: for now, and in the future","authors":"A. Reupert","doi":"10.1080/18387357.2021.1925419","DOIUrl":"https://doi.org/10.1080/18387357.2021.1925419","url":null,"abstract":"COVID-19 is the biggest global crisis and challenge of our time, with an unparalleled impact on our economies, education, health and everyday lives. Governments have been forced to respond under immense time pressures to protect their people, economies and borders. Their responses will have long-term impacts, not only for now but also for the future. As already argued (Reupert, 2021), the current pandemic is unlikely to be the last global health crisis we face. Moreover, the impacts of the pandemic will not end, once the vaccine has been fully rolled out. Hence, it is incumbent on governments and indeed, for the readership of this journal, to learn from this pandemic, and respective countries’ responses, and take those lessons into the future. From my point of view, there are five clear lessons that we can take away from this pandemic. These lessons also resonate with the papers of the present issue.","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"1 1","pages":"113 - 115"},"PeriodicalIF":1.4,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85401740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-09DOI: 10.1080/18387357.2021.1913065
C. Oduaran, S. F. Agberotimi
ABSTRACT Objective This study aimed to examine the moderating effect of personality traits on the relationship between risk-taking behaviour and self-injury among first-year university students. Method A correlational survey design was utilised. A multistage sampling procedure was utilised to select the study sample. Three hundred and twelve university first-year students of a South African university consisting of 126 males and 186 females aged between 17 and 19 years participated in the study. Data collected were analysed with SPSS v.24 at 0.05 significant level. Results Agreeableness, conscientiousness, and neuroticism significantly correlated with self-injury. Openness to experience significantly moderated the relationship between risk-taking behaviour and self-injury (B = −0.013, SE = .005, p = .012). The relationship was positive and statistically significant at low, average, and high levels of openness to experience. The relationship, was, however, the strongest at low openness to experience point. Discussion It was concluded that the predictive impact of risk-taking behaviour on self-injury of university first-year students is enhanced by openness to experience personality trait. It was recommended that risk assessments and measures aiming to prevent/reduce self-harm among students be embraced by high institutions.
摘要目的探讨人格特质在大一学生冒险行为与自伤行为之间的调节作用。方法采用相关调查设计。采用多阶段抽样程序选择研究样本。南非一所大学的312名一年级学生参加了这项研究，其中包括126名男性和186名女性，年龄在17至19岁之间。收集的数据用SPSS v.24进行统计学分析，统计学水平为0.05。结果亲和性、严谨性和神经质与自伤有显著相关。经验开放性显著调节了冒险行为与自伤之间的关系(B = - 0.013, SE =。005, p = .012)。在低水平、平均水平和高水平的经验开放程度上，这种关系是正的，具有统计学意义。然而，这种关系在经验点开放度较低时最为强烈。结论:冒险行为对大一学生自伤行为的预测作用在开放性人格特质的作用下得到增强。建议高等院校采用旨在预防/减少学生自残的风险评估和措施。
{"title":"Moderating effect of personality traits on the relationship between risk-taking behaviour and self-injury among first-year university students","authors":"C. Oduaran, S. F. Agberotimi","doi":"10.1080/18387357.2021.1913065","DOIUrl":"https://doi.org/10.1080/18387357.2021.1913065","url":null,"abstract":"ABSTRACT Objective This study aimed to examine the moderating effect of personality traits on the relationship between risk-taking behaviour and self-injury among first-year university students. Method A correlational survey design was utilised. A multistage sampling procedure was utilised to select the study sample. Three hundred and twelve university first-year students of a South African university consisting of 126 males and 186 females aged between 17 and 19 years participated in the study. Data collected were analysed with SPSS v.24 at 0.05 significant level. Results Agreeableness, conscientiousness, and neuroticism significantly correlated with self-injury. Openness to experience significantly moderated the relationship between risk-taking behaviour and self-injury (B = −0.013, SE = .005, p = .012). The relationship was positive and statistically significant at low, average, and high levels of openness to experience. The relationship, was, however, the strongest at low openness to experience point. Discussion It was concluded that the predictive impact of risk-taking behaviour on self-injury of university first-year students is enhanced by openness to experience personality trait. It was recommended that risk assessments and measures aiming to prevent/reduce self-harm among students be embraced by high institutions.","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"21 1","pages":"247 - 259"},"PeriodicalIF":1.4,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73874261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-03DOI: 10.1080/18387357.2021.1880944
Sophie Isobel, Danielle Pretty, Felicity Meehan, N. Smith
ABSTRACT Objective This study explored the experience of student and teacher participants in a mental health public speaking challenge, including their self-reported knowledge of mental health, mental health literacy and stigma. Method A qualitative inquiry was undertaken. Questionnaires were distributed to student participants and audience members. Sixty-four completed questionnaires were analysed using content analysis. Five semi-structured interviews were undertaken with teachers. Interview transcripts were analysed thematically. Results Students described the effects of the challenge on stigma and benefits for them personally and the wider school, including their confidence in supporting peers. Teacher interviews highlighted the commitment required, the preparation needed, the benefits for the individuals and schools, and the process and practicalities of the challenge. Discussion The MHPSC provides a forum for embedding mental health literacy into education for high school students. While the MHPSC requires support to ensure its delivery, for students it fosters knowledge, awareness and peer-support related to mental health. The findings can inform preventative and early intervention activities across health and education domains.
{"title":"‘I feel like I have a voice': promoting mental health among Australian high school students through public speaking","authors":"Sophie Isobel, Danielle Pretty, Felicity Meehan, N. Smith","doi":"10.1080/18387357.2021.1880944","DOIUrl":"https://doi.org/10.1080/18387357.2021.1880944","url":null,"abstract":"ABSTRACT Objective This study explored the experience of student and teacher participants in a mental health public speaking challenge, including their self-reported knowledge of mental health, mental health literacy and stigma. Method A qualitative inquiry was undertaken. Questionnaires were distributed to student participants and audience members. Sixty-four completed questionnaires were analysed using content analysis. Five semi-structured interviews were undertaken with teachers. Interview transcripts were analysed thematically. Results Students described the effects of the challenge on stigma and benefits for them personally and the wider school, including their confidence in supporting peers. Teacher interviews highlighted the commitment required, the preparation needed, the benefits for the individuals and schools, and the process and practicalities of the challenge. Discussion The MHPSC provides a forum for embedding mental health literacy into education for high school students. While the MHPSC requires support to ensure its delivery, for students it fosters knowledge, awareness and peer-support related to mental health. The findings can inform preventative and early intervention activities across health and education domains.","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"111 1","pages":"272 - 282"},"PeriodicalIF":1.4,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79619842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/18387357.2021.1894529
A. Reupert
Much has been written about the adverse impacts from COVID-19, on our economies, hospitals, workplaces, schools and to our mental and physical health. In the face of these unprecedented problems, there has been a rush to develop a vaccine, as a salve to quell the pandemic and its resulting fallout. What has become very obvious however, is an absence of a systematic plan for rolling out the vaccine to the public. Implementation science is an important consideration in this regard, defined as promoting the ‘systematic uptake of research findings and other evidence-based practices into routine practice’ that serves to ‘improve the quality and effectiveness of health services’ (Eccles & Mittman, 2006, p. 1). Given that implementation science is about prompting the uptake of evidence-based interventions into routine care, implementation plans need to incorporate and address the preference and needs of individual clients, the interests and capacities of clinicians, systemic issues related to leadership, organisations and policy, and the nature of the communities in which the initiative is being delivered (Grant & Reupert, 2016; Grant et al., 2019). Thus, strategies for introducing the vaccine will need to grapple with the varied nature of healthcare and community settings, and encourage uptake to the public, some of whom maybe suspicious or fearful. Embedding new initiatives into routine care is not easy however and implementation issues, sometimes portrayed as the research-practice chasm, have existed for some time. In 2010, Fixsen and colleagues wrote, ‘the use of effective interventions on a scale sufficient to benefit society requires careful attention to implementation strategies...One without the other is like serum without a syringe: the cure is available but the delivery is not’ (2010, p. 448). Never have truer words been spoken in these present times. The brief of this journal is early intervention, the prevention of mental illness and the promotion of mental health and wellbeing. All three foci demand long-term planning that takes into consideration how, when and where different mental health initiatives can be delivered to different population groups. Effective implementation is more than developing an evidencebased intervention or making an intervention available. A community, broad ecological view is required, that incorporates policy and management, often necessitating major changes to infrastructure, staffing and resourcing (Tchernegovski et al., 2018). Such efforts can be challenging given the many and often competing funding demands for essential tertiary services. However, I would argue that constrained funding in the area of prevention, promotion and early intervention is a false economy given the direct costs of treating someone with a mental illness and indirect costs of unemployment, sick leave, income support payments and the incarceration or homelessness sometimes resulting from mental health issues (Reupert, 2020). It is within
关于COVID-19对我们的经济、医院、工作场所、学校以及我们的身心健康的不利影响，已经写了很多文章。面对这些前所未有的问题，人们急于开发一种疫苗，作为平息大流行及其后果的一剂良药。然而，已经变得非常明显的是，缺乏向公众推广疫苗的系统计划。在这方面，实施科学是一个重要的考虑因素，它被定义为促进“系统地将研究结果和其他循证实践纳入常规实践”，从而“提高卫生服务的质量和有效性”(Eccles & Mittman, 2006年，第1页)。鉴于实施科学是关于促进将循证干预措施纳入常规护理，实施计划需要纳入并解决个人客户的偏好和需求、临床医生的兴趣和能力、与领导力、组织和政策相关的系统性问题，以及倡议实施所在社区的性质(Grant & Reupert, 2016;Grant et al.， 2019)。因此，引进疫苗的战略将需要努力应对卫生保健和社区环境的不同性质，并鼓励公众接受，其中一些人可能会怀疑或害怕。然而，将新举措纳入常规护理并不容易，实施问题(有时被描述为研究与实践的鸿沟)已经存在了一段时间。在2010年，Fixsen和他的同事们写道，“有效的干预措施的使用规模足以使社会受益，这需要仔细关注实施策略……一种没有另一种，就像血清没有注射器:可以治愈，但不能提供”(2010年，第448页)。在这个时代，从来没有说过比这更真实的话。本刊的主旨是早期干预，预防精神疾病和促进精神健康和福祉。所有这三个重点都需要长期规划，考虑到如何、何时、何地向不同人群提供不同的精神卫生倡议。有效实施不仅仅是制定基于证据的干预措施或提供干预措施。需要一个社区，广泛的生态观点，包括政策和管理，通常需要对基础设施，人员配置和资源进行重大改变(Tchernegovski等人，2018)。鉴于对基本三级服务的许多且往往相互竞争的资金需求，这种努力可能具有挑战性。然而，我认为，鉴于治疗精神疾病患者的直接成本和失业、病假、收入支持支付以及有时由精神健康问题引起的监禁或无家可归的间接成本，在预防、促进和早期干预领域的资金限制是一种虚假的经济(Reupert, 2020)。正是在这种背景下，实施科学需要成为我们心理健康促进、预防和早期干预工作的核心组成部分。目前的问题提供了很多关于如何将研究结果和证据纳入医疗保健政策和实践的指导，或者换句话说，如何使“事情”发生。首先，几篇论文强调了长期规划的必要性。Woodhead等人(2021)强调了运动生理学在青少年心理健康环境中的价值，以及对资源和长期可持续性的需求。Vivekananda et al.，(2021)提供了一个
{"title":"Making things happen: the need for implementation research","authors":"A. Reupert","doi":"10.1080/18387357.2021.1894529","DOIUrl":"https://doi.org/10.1080/18387357.2021.1894529","url":null,"abstract":"Much has been written about the adverse impacts from COVID-19, on our economies, hospitals, workplaces, schools and to our mental and physical health. In the face of these unprecedented problems, there has been a rush to develop a vaccine, as a salve to quell the pandemic and its resulting fallout. What has become very obvious however, is an absence of a systematic plan for rolling out the vaccine to the public. Implementation science is an important consideration in this regard, defined as promoting the ‘systematic uptake of research findings and other evidence-based practices into routine practice’ that serves to ‘improve the quality and effectiveness of health services’ (Eccles & Mittman, 2006, p. 1). Given that implementation science is about prompting the uptake of evidence-based interventions into routine care, implementation plans need to incorporate and address the preference and needs of individual clients, the interests and capacities of clinicians, systemic issues related to leadership, organisations and policy, and the nature of the communities in which the initiative is being delivered (Grant & Reupert, 2016; Grant et al., 2019). Thus, strategies for introducing the vaccine will need to grapple with the varied nature of healthcare and community settings, and encourage uptake to the public, some of whom maybe suspicious or fearful. Embedding new initiatives into routine care is not easy however and implementation issues, sometimes portrayed as the research-practice chasm, have existed for some time. In 2010, Fixsen and colleagues wrote, ‘the use of effective interventions on a scale sufficient to benefit society requires careful attention to implementation strategies...One without the other is like serum without a syringe: the cure is available but the delivery is not’ (2010, p. 448). Never have truer words been spoken in these present times. The brief of this journal is early intervention, the prevention of mental illness and the promotion of mental health and wellbeing. All three foci demand long-term planning that takes into consideration how, when and where different mental health initiatives can be delivered to different population groups. Effective implementation is more than developing an evidencebased intervention or making an intervention available. A community, broad ecological view is required, that incorporates policy and management, often necessitating major changes to infrastructure, staffing and resourcing (Tchernegovski et al., 2018). Such efforts can be challenging given the many and often competing funding demands for essential tertiary services. However, I would argue that constrained funding in the area of prevention, promotion and early intervention is a false economy given the direct costs of treating someone with a mental illness and indirect costs of unemployment, sick leave, income support payments and the incarceration or homelessness sometimes resulting from mental health issues (Reupert, 2020). It is within","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"9 1","pages":"1 - 3"},"PeriodicalIF":1.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81936867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.1080/18387357.2020.1860691
R. Pine
Your Life, Your Way: Acceptance and Commitment Therapy Skills to Help Teens Manage Emotions and Build Resilience is an elegantly illustrated workbook for young people based upon the increasingly po...
{"title":"Your life, your way: acceptance and commitment therapy skills to help teens manage emotions and build resilience","authors":"R. Pine","doi":"10.1080/18387357.2020.1860691","DOIUrl":"https://doi.org/10.1080/18387357.2020.1860691","url":null,"abstract":"Your Life, Your Way: Acceptance and Commitment Therapy Skills to Help Teens Manage Emotions and Build Resilience is an elegantly illustrated workbook for young people based upon the increasingly po...","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"154 ","pages":"218 - 219"},"PeriodicalIF":1.4,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18387357.2020.1860691","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72419885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-06DOI: 10.1080/18387357.2020.1814160
R. Pine
ABSTRACT Background: With the rapid rise in technology, digital mental health interventions (DMHIs) have been created across a range of platforms. Despite mixed consensus about their effectiveness and uptake, they may play a pivotal role in addressing barriers to accessing mental health support particularly, for adolescents. It is important to understand teachers’ and health professionals’ attitudes towards adolescent mental health and DMHIs as they may play key roles in supporting this population. Aim: The study aimed to explore teachers’ and health professionals’ attitudes on adolescent mental health and DMHIs. Method: A 2020 anonymous online survey consisting of five open-ended questions and one closed question was undertaken by a total of 98 participants (49 college teachers, 23 health school teachers, 21 psychologists, 3 school counsellors, and 2 social workers). Results: Teachers and health professionals identified the need for DMHIs to support adolescents in New Zealand with their mental health. Teachers and health professionals shared similar views about the advantages of using DMHIs including increasing the accessibility of treatment and the need to use various approaches. Although participants expressed concerns about the lack of face-to-face contact with DMHIs, many were optimistic about using them. Conclusion: Teachers’ and health professionals’ attitudes towards adolescent mental health and DMHIs are important to consider when understanding the role these tools may play in school and therapeutic settings. Video Abstract Read the transcript Watch the video on Vimeo
{"title":"Teachers’ and health professionals’ attitudes towards adolescent mental health and digital mental health interventions","authors":"R. Pine","doi":"10.1080/18387357.2020.1814160","DOIUrl":"https://doi.org/10.1080/18387357.2020.1814160","url":null,"abstract":"ABSTRACT Background: With the rapid rise in technology, digital mental health interventions (DMHIs) have been created across a range of platforms. Despite mixed consensus about their effectiveness and uptake, they may play a pivotal role in addressing barriers to accessing mental health support particularly, for adolescents. It is important to understand teachers’ and health professionals’ attitudes towards adolescent mental health and DMHIs as they may play key roles in supporting this population. Aim: The study aimed to explore teachers’ and health professionals’ attitudes on adolescent mental health and DMHIs. Method: A 2020 anonymous online survey consisting of five open-ended questions and one closed question was undertaken by a total of 98 participants (49 college teachers, 23 health school teachers, 21 psychologists, 3 school counsellors, and 2 social workers). Results: Teachers and health professionals identified the need for DMHIs to support adolescents in New Zealand with their mental health. Teachers and health professionals shared similar views about the advantages of using DMHIs including increasing the accessibility of treatment and the need to use various approaches. Although participants expressed concerns about the lack of face-to-face contact with DMHIs, many were optimistic about using them. Conclusion: Teachers’ and health professionals’ attitudes towards adolescent mental health and DMHIs are important to consider when understanding the role these tools may play in school and therapeutic settings. Video Abstract Read the transcript Watch the video on Vimeo","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"105 1","pages":"295 - 305"},"PeriodicalIF":1.4,"publicationDate":"2020-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76042624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/18387357.2020.1829492
Claire R. Golden, Mary G. Killion, Caroline McGregor
ABSTRACT Objective This study reports on an evaluation of a locally designed training programme, ‘Raising awareness of the impact of parental mental illness on children and families’, in one region of the Republic of Ireland. The evaluation focused on identifying possible changes, following the training, in professionals’ knowledge and awareness of severe and enduring mental illnesses and its impact on the family; their self-rated practice skills and attitude when working with individuals experiencing a mental illness; and their level of engagement in family focused practice. Method A quantitative methodology was employed with a repeated measures approach in an online questionnaire. Respondents were invited to complete the questionnaire pre-training, post-training and at a 6-week follow-up phase. Nine respondents completed the questionnaires at three time periods. Results Following training, professionals reported an increase in their knowledge and awareness of mental illness and the impact of parental mental illness on children and families. Respondents acknowledged difficulties in the context of legislation and national policies relating to mental health. The importance of training for professionals working outside of adult mental health services was highlighted along with recommendations for the future development of training emerged from the study. Discussion Aligned with previous research, there is a need for inter-agency collaboration and further development of awareness and skills development in relation to family focussed practice with families where a parent has a mental illness. Accessible training related to mental health for practitioners supporting children and families outside of core mental health settings should be provided.
{"title":"An evaluation of training for health and social care professionals when working with families where a parent has a mental illness","authors":"Claire R. Golden, Mary G. Killion, Caroline McGregor","doi":"10.1080/18387357.2020.1829492","DOIUrl":"https://doi.org/10.1080/18387357.2020.1829492","url":null,"abstract":"ABSTRACT Objective This study reports on an evaluation of a locally designed training programme, ‘Raising awareness of the impact of parental mental illness on children and families’, in one region of the Republic of Ireland. The evaluation focused on identifying possible changes, following the training, in professionals’ knowledge and awareness of severe and enduring mental illnesses and its impact on the family; their self-rated practice skills and attitude when working with individuals experiencing a mental illness; and their level of engagement in family focused practice. Method A quantitative methodology was employed with a repeated measures approach in an online questionnaire. Respondents were invited to complete the questionnaire pre-training, post-training and at a 6-week follow-up phase. Nine respondents completed the questionnaires at three time periods. Results Following training, professionals reported an increase in their knowledge and awareness of mental illness and the impact of parental mental illness on children and families. Respondents acknowledged difficulties in the context of legislation and national policies relating to mental health. The importance of training for professionals working outside of adult mental health services was highlighted along with recommendations for the future development of training emerged from the study. Discussion Aligned with previous research, there is a need for inter-agency collaboration and further development of awareness and skills development in relation to family focussed practice with families where a parent has a mental illness. Accessible training related to mental health for practitioners supporting children and families outside of core mental health settings should be provided.","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"59 1","pages":"276 - 288"},"PeriodicalIF":1.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85888716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/18387357.2020.1825969
K. McVeigh
ABSTRACT Objective: A family focused initiative, based on Falkov's Family Model (2012), was piloted across mental health teams in Northern Ireland. The initiative was called the Think Family Social Work Assessment and consisted of three elements: a family conversation, assessment and review. This study aimed to investigate the benefits of this initiative for family recovery from the perspective of family members, social workers and other professionals. Method: A self-report questionnaire was constructed by the Health and Social Care Board based on the six domains of The Family Model. This questionnaire was used to collate feedback at pre and post engagement stages in the initiative from social workers in adult mental health services in five Health and Social Care Trusts in Northern Ireland. Questionnaires were also completed by parents, adult siblings, carers, children and other involved professionals at the post stage. Results: Findings suggest a positive shift in perceptions by social workers, family members and involved professionals. Key insights included: improved communication between family members and professionals; better understanding of the impact of mental health on the family; and the use of a strengths-based approach to identify professional and family perspectives on resources, needs and concerns. Professionals reported an improvement in collaboration between services. Discussion: This evaluation of the Think Family Social Work Assessment demonstrated preliminary positive outcomes. The assessment component of the Think Family Social Work Assessment contributed to needs identification and fuller understanding of each families' strengths and vulnerabilities. The findings support a strategic approach across health and social care.
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Pub Date : 2020-09-01DOI: 10.1080/18387357.2020.1827755
J. Devaney, G. Davidson, A. Grant, S. Lagdon
It is estimated that globally between a fifth and a third of adults receiving treatment from mental health services have children, and that between 10% and 23% of children live with at least one parent with mental health problems (Maybery, Reupert, Patrick, Goodyear, & Crase, 2009; Parker et al., 2008). However, characteristics such as the gender, race and social circumstances of parents mean that the overall picture is more nuanced and that our understanding of the lived experience for families when a member has a mental health problem is still developing (Stambaugh et al., 2017). While the overwhelming majority of children living with an adult with mental health problems are loved and well cared for, that does not mean that the circumstances such children find themselves in, including those who live with adults whose use of substances is problematic, does not have an impact upon them. Additionally, in a small number of families there are more significant challenges for parents in meeting the needs of their children, including keeping children safe from abuse or neglect (Nevriana et al., 2020). Over the past 20 years, there has been an increased focus on how to support families dealing with the mental health problems of an adult parent or adult child. This is borne from a recognition that family members need to feel supported in order to support their relative with their mental health, and that supporting an adult with their mental health has wider benefits for the entire family. Often different professionals and agencies are separately tasked with the responsibility for the care and treatment of the adult with mental health problems, and the support and protection of children. Such services and interventions have traditionally operated in tandem rather than together, leading to many individuals with lived experience of mental health problems to advocate for a more integrated approach to meeting the needs of them and their family (Reupert et al., 2018). This has led policy makers to consider how services and practice could be more family focused, while recognising the value and importance of different professionals, with their own expert knowledge and role, working in unison (Leonard, Linden, & Grant, 2018). Such family focused practice has been characterised as having a number of defining features. Foster et al. (2016) identified six core and overlapping practices within family focused practice: (1) family care planning and goal setting; (2) liaison between families and services, including family advocacy; (3) instrumental, emotional and social support; (4) assessment of family members and family functioning; (5) psychoeducation and (6) a coordinated system of care (e.g. wraparound, family collaboration, partnership) between family members and services. Marston et al. (2016) provided a similar analysis of the main components as psychoeducation; direct treatment and support for mental health and/or substance use; a focus on parenting behaviour;
{"title":"Supporting parents with mental illness and their children – developments in family focused practice in the United Kingdom and Ireland","authors":"J. Devaney, G. Davidson, A. Grant, S. Lagdon","doi":"10.1080/18387357.2020.1827755","DOIUrl":"https://doi.org/10.1080/18387357.2020.1827755","url":null,"abstract":"It is estimated that globally between a fifth and a third of adults receiving treatment from mental health services have children, and that between 10% and 23% of children live with at least one parent with mental health problems (Maybery, Reupert, Patrick, Goodyear, & Crase, 2009; Parker et al., 2008). However, characteristics such as the gender, race and social circumstances of parents mean that the overall picture is more nuanced and that our understanding of the lived experience for families when a member has a mental health problem is still developing (Stambaugh et al., 2017). While the overwhelming majority of children living with an adult with mental health problems are loved and well cared for, that does not mean that the circumstances such children find themselves in, including those who live with adults whose use of substances is problematic, does not have an impact upon them. Additionally, in a small number of families there are more significant challenges for parents in meeting the needs of their children, including keeping children safe from abuse or neglect (Nevriana et al., 2020). Over the past 20 years, there has been an increased focus on how to support families dealing with the mental health problems of an adult parent or adult child. This is borne from a recognition that family members need to feel supported in order to support their relative with their mental health, and that supporting an adult with their mental health has wider benefits for the entire family. Often different professionals and agencies are separately tasked with the responsibility for the care and treatment of the adult with mental health problems, and the support and protection of children. Such services and interventions have traditionally operated in tandem rather than together, leading to many individuals with lived experience of mental health problems to advocate for a more integrated approach to meeting the needs of them and their family (Reupert et al., 2018). This has led policy makers to consider how services and practice could be more family focused, while recognising the value and importance of different professionals, with their own expert knowledge and role, working in unison (Leonard, Linden, & Grant, 2018). Such family focused practice has been characterised as having a number of defining features. Foster et al. (2016) identified six core and overlapping practices within family focused practice: (1) family care planning and goal setting; (2) liaison between families and services, including family advocacy; (3) instrumental, emotional and social support; (4) assessment of family members and family functioning; (5) psychoeducation and (6) a coordinated system of care (e.g. wraparound, family collaboration, partnership) between family members and services. Marston et al. (2016) provided a similar analysis of the main components as psychoeducation; direct treatment and support for mental health and/or substance use; a focus on parenting behaviour; ","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"46 1","pages":"197 - 201"},"PeriodicalIF":1.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76731690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-27DOI: 10.1080/18387357.2020.1770109
K. Mok, N. Chen, M. Torok, L. McGillivray, I. Zbukvic, F. Shand
ABSTRACT Objective: People experiencing mental health problems or suicidal thoughts often do not seek help. This study aims to investigate factors associated with help-seeking behaviours for emotional and mental health problems in individuals at risk for suicide. Method: A community sample was recruited online through Instagram and Facebook advertisements. There were 4277 participants in total, aged 18–84 (72.8% female, 26.8% male and .4% other), of which 1306 were classified as low/medium risk of suicide and 572 as high risk. Regression analyses examined factors associated with past year help-seeking from four categories of help: informal help, general practitioner, mental health professional, and tele/e-health. Predictors included: age, gender, exposure to suicide, psychological distress, suicidal ideation, and knowledge of and attitudes to suicide. Results: Overall, rates of help-seeking increased as risk for suicide increased. Higher levels of suicidal ideation were associated with a greater likelihood of having previously sought help from a GP and mental health professional, but a lower likelihood of having sought help from informal sources. Younger age was associated with past year help-seeking from informal sources and tele/e-health sources. Men had a significantly lower likelihood of having sought help from general practitioners. Different dimensions of attitudes towards suicide were also found to be associated with different types of help-seeking. Discussion: Understanding the characteristics and patterns of different forms of help-seeking can have important implications for the development of effective suicide prevention strategies.
{"title":"Factors associated with help-seeking for emotional or mental health problems in community members at risk of suicide","authors":"K. Mok, N. Chen, M. Torok, L. McGillivray, I. Zbukvic, F. Shand","doi":"10.1080/18387357.2020.1770109","DOIUrl":"https://doi.org/10.1080/18387357.2020.1770109","url":null,"abstract":"ABSTRACT Objective: People experiencing mental health problems or suicidal thoughts often do not seek help. This study aims to investigate factors associated with help-seeking behaviours for emotional and mental health problems in individuals at risk for suicide. Method: A community sample was recruited online through Instagram and Facebook advertisements. There were 4277 participants in total, aged 18–84 (72.8% female, 26.8% male and .4% other), of which 1306 were classified as low/medium risk of suicide and 572 as high risk. Regression analyses examined factors associated with past year help-seeking from four categories of help: informal help, general practitioner, mental health professional, and tele/e-health. Predictors included: age, gender, exposure to suicide, psychological distress, suicidal ideation, and knowledge of and attitudes to suicide. Results: Overall, rates of help-seeking increased as risk for suicide increased. Higher levels of suicidal ideation were associated with a greater likelihood of having previously sought help from a GP and mental health professional, but a lower likelihood of having sought help from informal sources. Younger age was associated with past year help-seeking from informal sources and tele/e-health sources. Men had a significantly lower likelihood of having sought help from general practitioners. Different dimensions of attitudes towards suicide were also found to be associated with different types of help-seeking. Discussion: Understanding the characteristics and patterns of different forms of help-seeking can have important implications for the development of effective suicide prevention strategies.","PeriodicalId":51720,"journal":{"name":"Advances in Mental Health","volume":"18 1","pages":"236 - 246"},"PeriodicalIF":1.4,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84774796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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