Sex workers face significant stigma when accessing mental health services, due to the history of criminalization of sex work and the resulting negative biases in the healthcare sector. Peers Victoria Resources Society is a sex worker advocacy organization who partnered with the researchers to develop and implement a pilot program on peer-counsellor skills development for sex workers incorporating trauma informed practice. The course sought to build on leadership, capacity and strengthen solidarity while acknowledging societal stigma, in hopes that this pilot could result in supplementary care to mainstream mental health services for this underserved community. Interviews were conducted with eight participants prior to and following the 10-week course. Participants reported increased competency in basic counselling skills such as reflective listening, and all noted the applicability of these skills in their personal and working lives. Suggestions were made to scaffold future course content to manage both academic and emotional learning.
{"title":"Peer Counsellor Training for Sex Workers: A Pilot Program in Lekwungen Territory (Victoria, BC)","authors":"Allison Reeves, Kathryn Saunders, R. Phillips","doi":"10.7870/cjcmh-2022-015","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-015","url":null,"abstract":"Sex workers face significant stigma when accessing mental health services, due to the history of criminalization of sex work and the resulting negative biases in the healthcare sector. Peers Victoria Resources Society is a sex worker advocacy organization who partnered with the researchers to develop and implement a pilot program on peer-counsellor skills development for sex workers incorporating trauma informed practice. The course sought to build on leadership, capacity and strengthen solidarity while acknowledging societal stigma, in hopes that this pilot could result in supplementary care to mainstream mental health services for this underserved community. Interviews were conducted with eight participants prior to and following the 10-week course. Participants reported increased competency in basic counselling skills such as reflective listening, and all noted the applicability of these skills in their personal and working lives. Suggestions were made to scaffold future course content to manage both academic and emotional learning.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85319553","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}
A. Oudshoorn, Amy Van Berkum, Jacquie Burkell, H. Berman, Jessica Carswell, Colleen Van Loon
An ongoing consideration of community mental health services is how to optimize outreach to best support a wellness approach. Public libraries provide a potential site for mental health services due to use by a diverse range of patrons. The purpose of this study was to explore a mental health wellness hub situated in a core urban library. Following a mixed methods approach, the study explores: (1) the desirability of this form of co-location; (2) the impact on library staff; and (3) how this hub integrated, or not, with the broader mental health system. Ultimately, findings demonstrated a significantly positive experience by patrons, mental health hub staff, and library staff.
{"title":"Supporting Mental Health in a Public Library Context: A Mixed Methods Brief Evaluation","authors":"A. Oudshoorn, Amy Van Berkum, Jacquie Burkell, H. Berman, Jessica Carswell, Colleen Van Loon","doi":"10.7870/cjcmh-2022-013","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-013","url":null,"abstract":"An ongoing consideration of community mental health services is how to optimize outreach to best support a wellness approach. Public libraries provide a potential site for mental health services due to use by a diverse range of patrons. The purpose of this study was to explore a mental health wellness hub situated in a core urban library. Following a mixed methods approach, the study explores: (1) the desirability of this form of co-location; (2) the impact on library staff; and (3) how this hub integrated, or not, with the broader mental health system. Ultimately, findings demonstrated a significantly positive experience by patrons, mental health hub staff, and library staff.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87818256","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}
H. Stuart, T. Krupa, Dwight Druick, Alexandria Melvin
This article describes the evaluation of the A.S.K. Gatekeeper Training Program which focuses on improving post-secondary participants’ ability to identify, reach out to, and support those experiencing mental health issues. Students at one Canadian college provided data at registration, prior to and following the intervention. Data from 105 matched surveys showed that prior to training participants held positive attitudes about those experiencing mental health issues but were uncertain of their abilities to assist. There was an improvement in their self-perceived confidence and skills following training. Further evaluation is needed to determine its effectiveness with other campus stakeholders, including those experiencing mental health issues.
{"title":"Evaluating A.S.K. Gatekeeper Training: Supporting Mental Health in Post-Secondary Settings","authors":"H. Stuart, T. Krupa, Dwight Druick, Alexandria Melvin","doi":"10.7870/cjcmh-2022-011","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-011","url":null,"abstract":"This article describes the evaluation of the A.S.K. Gatekeeper Training Program which focuses on improving post-secondary participants’ ability to identify, reach out to, and support those experiencing mental health issues. Students at one Canadian college provided data at registration, prior to and following the intervention. Data from 105 matched surveys showed that prior to training participants held positive attitudes about those experiencing mental health issues but were uncertain of their abilities to assist. There was an improvement in their self-perceived confidence and skills following training. Further evaluation is needed to determine its effectiveness with other campus stakeholders, including those experiencing mental health issues.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75874633","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}
F. Bowen, É. Morissette, C. Levasseur, Élodie Marion, Geneviève Carpentier, Emmanuel Poirel, Claire Beaumont, Bonnie Leadbeater, Judith Beaulieu, Isabelle Ouellet-Morin, Claudette St-Cyr, Stéphane Cantin, Michael Fullan
Cet article décrit un projet de recherche collaborative, entre praticiens-partenaires et chercheurs, portant sur un modèle d’accompagnement et de formation des intervenants scolaires, visant une mise en oeuvre optimale et durable de programmes et d’interventions fondées sur des données probantes concernant le développement de la socialisation des élèves (prévention de la violence) ainsi que leur bien-être psychologique. La conceptualisation et l’expérimentation de ce modèle reposeront sur une structure et un fonctionnement partenarial mobilisant pas moins de 11 organisations représentant divers partenaires du milieu scolaire, qui travailleront avec plus de 18 chercheurs et 10 collaborateurs sur une période de trois ans.
{"title":"Vers un partenariat pour la création de milieux scolaires favorisant, durablement et de façon efficiente, la socialisation et le bien-être psychologique des élèves et du personnel","authors":"F. Bowen, É. Morissette, C. Levasseur, Élodie Marion, Geneviève Carpentier, Emmanuel Poirel, Claire Beaumont, Bonnie Leadbeater, Judith Beaulieu, Isabelle Ouellet-Morin, Claudette St-Cyr, Stéphane Cantin, Michael Fullan","doi":"10.7870/cjcmh-2022-025","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-025","url":null,"abstract":"Cet article décrit un projet de recherche collaborative, entre praticiens-partenaires et chercheurs, portant sur un modèle d’accompagnement et de formation des intervenants scolaires, visant une mise en oeuvre optimale et durable de programmes et d’interventions fondées sur des données probantes concernant le développement de la socialisation des élèves (prévention de la violence) ainsi que leur bien-être psychologique. La conceptualisation et l’expérimentation de ce modèle reposeront sur une structure et un fonctionnement partenarial mobilisant pas moins de 11 organisations représentant divers partenaires du milieu scolaire, qui travailleront avec plus de 18 chercheurs et 10 collaborateurs sur une période de trois ans.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75829690","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}
Andrea Delaney, Claire V. Crooks, K. Bax, S. Savage, Terry Spencer
In this case study we use the Quality Implementation Framework (QIF) to identify implementation strategies within the context of a six-year university–school board partnership that implemented and evaluated the MindUP program in Southwestern Ontario. Attention to all four phases in the QIF were found to contribute to the success of the initiative. Being implementation-sensitive required significant pre-implementation work at the outset, ongoing attunement to changing contexts and challenges, and dissemination to target stakeholders. The community-based participatory research principles, the importance of alignment, rapid knowledge mobilization within and beyond partners, and responding to challenges and opportunities were identified as key components for success.
{"title":"Partnering to Support a Mindfulness-Informed Social and Emotional Learning Program in Elementary Schools: Strategies Aligned with the Quality Implementation Framework","authors":"Andrea Delaney, Claire V. Crooks, K. Bax, S. Savage, Terry Spencer","doi":"10.7870/cjcmh-2022-022","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-022","url":null,"abstract":"In this case study we use the Quality Implementation Framework (QIF) to identify implementation strategies within the context of a six-year university–school board partnership that implemented and evaluated the MindUP program in Southwestern Ontario. Attention to all four phases in the QIF were found to contribute to the success of the initiative. Being implementation-sensitive required significant pre-implementation work at the outset, ongoing attunement to changing contexts and challenges, and dissemination to target stakeholders. The community-based participatory research principles, the importance of alignment, rapid knowledge mobilization within and beyond partners, and responding to challenges and opportunities were identified as key components for success.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80666568","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}
The Let’s Talk in the Classroom (LTIC) Guide was designed to provide teachers with the education and support required to feel confident delivering mental health-related material in the Grade 7/8 classroom. The overall goal of this preliminary evaluation was to explore the acceptability, feasibility, and utility of the Guide using a mixed methods approach. A matched, pre/post-test evaluation of the Guide was conducted during the 2017/2018 school year among a sample of educators in Ontario, Canada (n = 42). Quantitatively and qualitatively, results demonstrated that teachers felt more confident and expressed fewer worries associated with teaching mental health-related lessons after engaging with the Guide and were suggestive of acceptability and utility, with continued challenges associated with feasibility identified.
{"title":"Evaluation of “Bell Let’s Talk in the Classroom”: A Guide for Improving Teachers’ Confidence in Providing Mental Health Education","authors":"B. Linden, H. Stuart, Alexandra Fortier","doi":"10.7870/cjcmh-2022-024","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-024","url":null,"abstract":"The Let’s Talk in the Classroom (LTIC) Guide was designed to provide teachers with the education and support required to feel confident delivering mental health-related material in the Grade 7/8 classroom. The overall goal of this preliminary evaluation was to explore the acceptability, feasibility, and utility of the Guide using a mixed methods approach. A matched, pre/post-test evaluation of the Guide was conducted during the 2017/2018 school year among a sample of educators in Ontario, Canada (n = 42). Quantitatively and qualitatively, results demonstrated that teachers felt more confident and expressed fewer worries associated with teaching mental health-related lessons after engaging with the Guide and were suggestive of acceptability and utility, with continued challenges associated with feasibility identified.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78599657","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}
R. O'Rourke, Denver M. Y. Brown, K. M. Martin Ginis, K. Arbour-Nicitopoulos
Children and youth with disabilities (CYD) are more likely to experience poor mental health compared to non-disabled peers. Disability type may impact mental health outcomes; however, a more comprehensive understanding of mental health outcomes in CYD with diverse disability types is needed. This study examined the mental health status of CYD. Parents of 473 CYD completed a survey including a measure of mental health indicators. Approximately 72% of the sample had above average total difficulties scores. Boys scored higher than girls on the hyperactivity subscale, and those with comorbid disabilities scored the highest on total difficulties. Overall, the results indicate CYD experience mental health challenges at rates well above population norms. Research exploring interventions that may buffer these effects is warranted.
{"title":"An Examination of the Mental Health Status of Canadian Children and Youth with Disabilities","authors":"R. O'Rourke, Denver M. Y. Brown, K. M. Martin Ginis, K. Arbour-Nicitopoulos","doi":"10.7870/cjcmh-2022-033","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-033","url":null,"abstract":"Children and youth with disabilities (CYD) are more likely to experience poor mental health compared to non-disabled peers. Disability type may impact mental health outcomes; however, a more comprehensive understanding of mental health outcomes in CYD with diverse disability types is needed. This study examined the mental health status of CYD. Parents of 473 CYD completed a survey including a measure of mental health indicators. Approximately 72% of the sample had above average total difficulties scores. Boys scored higher than girls on the hyperactivity subscale, and those with comorbid disabilities scored the highest on total difficulties. Overall, the results indicate CYD experience mental health challenges at rates well above population norms. Research exploring interventions that may buffer these effects is warranted.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79014453","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}
In Canada, there is a dearth of comprehensive literature on the specific needs for the health and well-being of racialized newcomers, especially for mental health in the rapidly growing Filipino-Canadian diaspora. Using two focus groups with 14 participants, this article identified the following themes: Filipino-Canadian men’s conceptualization of mental illness, health, and stigma; gender and intergenerational expectations as a form of mental health stigma; and motivations for joining the Strength In Unity (SIU) project. The insights from these Filipino men should inform approaches to addressing mental health in Filipino communities in Canada.
{"title":"“If There’s One Bad Apple, It Affects All of Us”: Filipino-Canadian Men’s Cultural Perspectives on Mental Health, Mental Illness and Stigma","authors":"C. Sato, Ferdinand Espina, D. Este, I. Ferrer","doi":"10.7870/cjcmh-2022-031","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-031","url":null,"abstract":"In Canada, there is a dearth of comprehensive literature on the specific needs for the health and well-being of racialized newcomers, especially for mental health in the rapidly growing Filipino-Canadian diaspora. Using two focus groups with 14 participants, this article identified the following themes: Filipino-Canadian men’s conceptualization of mental illness, health, and stigma; gender and intergenerational expectations as a form of mental health stigma; and motivations for joining the Strength In Unity (SIU) project. The insights from these Filipino men should inform approaches to addressing mental health in Filipino communities in Canada.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81853423","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}
Corentin Montiel, François Lauzier-Jobin, Stephanie Radziszewski, Julie Bordeleau, A. Beaudin, P. Roberge, M. Provencher, C. Hudon, H. Provencher, J. Houle
This brief report focuses on the experience of service users in the context of a new public institutional framework limiting the number of psychosocial intervention sessions offered per person. Qualitative data of nine group discussions composed of 12 past service users and 12 professionals working in local community health centres were analyzed with content analysis. The study revealed that service users expressed mostly negative emotions and views attributed to session limits. This brief report suggests that rigid session-limited psychosocial interventions are perceived negatively and could have adverse consequences on recovery in vulnerable individuals.
{"title":"The Experience of Service Users with Session-Limited Psychosocial Interventions","authors":"Corentin Montiel, François Lauzier-Jobin, Stephanie Radziszewski, Julie Bordeleau, A. Beaudin, P. Roberge, M. Provencher, C. Hudon, H. Provencher, J. Houle","doi":"10.7870/cjcmh-2022-032","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-032","url":null,"abstract":"This brief report focuses on the experience of service users in the context of a new public institutional framework limiting the number of psychosocial intervention sessions offered per person. Qualitative data of nine group discussions composed of 12 past service users and 12 professionals working in local community health centres were analyzed with content analysis. The study revealed that service users expressed mostly negative emotions and views attributed to session limits. This brief report suggests that rigid session-limited psychosocial interventions are perceived negatively and could have adverse consequences on recovery in vulnerable individuals.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74569614","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}
Emma Peddigrew, Naomi C. Z. Andrews, Elizabeth Al-Jbouri, Alexandra Fortier, Tracy Weaver
While the positive outcomes of social-emotional learning (SEL) are well documented, few studies examine the mechanisms supporting students’ SEL. Seven elementary teachers participated in audio-recorded focus groups/interviews following the implementation of an evidence-based, implementation sensitive SEL intervention. The current study identifies key mechanisms for effective school-based SEL interventions: (1) a whole-class approach; (2) a new vocabulary and shared language; (3) implementation of short, easy, reliable practices; (4) emphasis on transferable SEL strategies; and (5) improvements in teachers’ SEL knowledge, confidence, and behaviour. Findings support prevention and intervention practices to educate, train, and support stakeholders on the importance of classroom SEL.
{"title":"Mechanisms Supporting Students’ Social and Emotional Learning Development: Qualitative Findings from a Teacher-Led Intervention","authors":"Emma Peddigrew, Naomi C. Z. Andrews, Elizabeth Al-Jbouri, Alexandra Fortier, Tracy Weaver","doi":"10.7870/cjcmh-2022-019","DOIUrl":"https://doi.org/10.7870/cjcmh-2022-019","url":null,"abstract":"While the positive outcomes of social-emotional learning (SEL) are well documented, few studies examine the mechanisms supporting students’ SEL. Seven elementary teachers participated in audio-recorded focus groups/interviews following the implementation of an evidence-based, implementation sensitive SEL intervention. The current study identifies key mechanisms for effective school-based SEL interventions: (1) a whole-class approach; (2) a new vocabulary and shared language; (3) implementation of short, easy, reliable practices; (4) emphasis on transferable SEL strategies; and (5) improvements in teachers’ SEL knowledge, confidence, and behaviour. Findings support prevention and intervention practices to educate, train, and support stakeholders on the importance of classroom SEL.","PeriodicalId":79815,"journal":{"name":"Canadian journal of community mental health = Revue canadienne de sante mentale communautaire","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80145044","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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