China
Africa
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Conclusion
Published in Rose Cull, Daniel Cull, Museums and Well-being, 2023
The next key element we would suggest considering would be a Mental Health First Aid certification course, run by MHFA England.8 Mental Health First Aid England is a social enterprise that offers expert guidance and training to support mental health in the workplace and beyond. Their mission is “to train one in ten people in mental health awareness and skills.”9 Another really worthwhile course has been developed by the Alzheimer’s Society, known as Dementia Friends. Once you have completed the course, you can register as a Dementia Friend. “A Dementia Friend is somebody that learns about dementia so they can help their community.”10 This kind of learning is so important to make museums more welcoming. The list of possible training opportunities could go on and on, however, we would highlight that you might not need to take the training yourself. If there is an area of well-being you’d be interested in programming, and if it’s not something you are personally familiar with, you might want to consider partnerships. The wonders of partnership working mean that you don’t need to be a master of any topic to programme it. The University College London also offers a short course with a general introduction to culture, health and well-being.11 A discussion of partnership working, particularly making reference to Health Partnerships is considered, along with ways of measuring impact and advocating for well-being provision in the culture sector.
Improving Health and Well-Being Before, Between and Beyond Pregnancy
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
Sarah Verbiest, Erin K. McClain
Identify mental health hotline numbers and resources in your country to share with patients. For example, in the United States, the JED Foundation hosts many resources for young adults (https://jedfoundation.org/mental-health-resource-center/) and the Mental Health First Aid program offers resources and training (https://www.mentalhealthfirstaid.org). Many are free, anonymous and provide 24/7 access via text, chat, email, telehealth, and more.
Introduction and orientation to this guide
Published in Robert McAlpine, Anthony Hillin, Interpersonal Psychotherapy for Adolescents, 2020
Robert McAlpine, Anthony Hillin
Early intervention is crucial for young people’s mental health and wellbeing (RANZCP, 2010). Programs that educate people who are in a position to notice early signs and symptoms of mental disorder such as parents, young people, teachers, and other service providers are a key part of early intervention—for example, Youth Mental Health First Aid (Gryglewicz et al., 2018). Collaboration between mental health services and these other stakeholders can enhance early intervention and increase the capacity of these staff to support young people with mental disorders. This in turn can free up mental health clinicians to work with more severe cases (McAlpine et al., 2008).
A qualitative examination of adolescent and parent perspectives on early identification and early response to eating disorders
Published in Eating Disorders, 2022
Anna C. Ciao, Jocelyn Lebow, Erin VandenLangenberg, Olivia Ohls, Kelly C. Berg
Once the suspicion of an eating disorder is confirmed, parents and adolescents alike suggested strong and swift action against the disorder. Specific recommendations included consultation with professionals who have expertise in eating disorders, adolescent development, or mental health; monitoring concerning behaviors; and parent-driven limitations on disordered behaviors (e.g., encouraging eating, limiting excessive exercise). Adolescents had suggestions for the style of these responses, recommending direct but supportive action that includes validation without blame. This echoes the strategies of both eating disorder first aid (Hart et al., 2009) and broader mental health first aid, advising compassion and support while facilitating intervention (Morgan et al., 2018). The recommendations here take this one step further to encourage parents to facilitate intervention while also directly disrupting symptoms (e.g., through monitoring or limiting them). Interestingly, adolescents were most likely to report that their emotional response to being confronted about their disorder and helped into intervention was mixed (e.g., with anger and gratitude), but parents were most likely to only notice the negative side of this response. This discrepancy is important, as it suggests that parents and other professionals should not avoid confrontation for fear of negative emotions. Rather, caregivers who respond to symptoms and clinicians who begin interventions should expect to see negative responses, and be aware that they may not see the positive reactions that are present simultaneously, such as relief.
Exploration of Mental Health Issues of Students among University Health Science Academics in Japan
Published in Issues in Mental Health Nursing, 2021
R. McMaster, K. Adachi, H. Yada, R. Odachi, M. Omura, M. Cleary
The need for understanding mental health issues within young people and improvement in mental health literacy, particularly among university academics has been studied. Past studies have recommended recognition and early detection which can lead to intervention of mental health issues arising in university students (Cleary et al., 2011; Jorm & Kitchener, 2011). Jorm (2015) defined mental health literacy as involving many factors including recognition and prevention of mental health problems, help-seeking choices and treatments available, and skills in mental health first aid to support people with mental health issues. More recently, one major university in Australia undertook a survey study to investigate staff literacy and stigma concerning depression and factors influencing their experience in assisting students with mental health problems (Gulliver et al., 2019). Although the study showed that university staff generally had high literacy with low perceptions of stigma around depression, it recommended further research on how academics engage with students and their confidence in dealing with students who present with mental health problems (Gulliver et al., 2019).
Developing mental health literacy and cultural competence in elite sport
Published in Journal of Applied Sport Psychology, 2021
Paul Gorczynski, Alan Currie, Kass Gibson, Vincent Gouttebarge, Brian Hainline, João Mauricio Castaldelli-Maia, Margo Mountjoy, Rosemary Purcell, Claudia L. Reardon, Simon Rice, Leslie Swartz
Just as health literacy has evolved from a definition focusing on functional literacy to one that incorporates cognitive and social skills, so too has the concept of mental health literacy. Mental health literacy has come to include concepts related to knowledge of effective self-management strategies, challenging mental disorder stigma, awareness and use of mental health first-aid to assist others, and the facilitation of help seeking behaviors. Mental health first-aid is an education program that was designed to help individuals improve their knowledge of mental well-being, and mental health symptoms and disorders, and respond to those who may be experiencing acute or chronic symptoms of mental disorders (Kitchener & Jorm, 2002). Similar to health literacy, the Canadian Alliance on Mental Illness and Mental Health has recognized the need for cognitive and social skills related to the promotion of good mental health, but also the need for policies to help prevent and manage mental disorders (Canadian Alliance on Mental Illness and Mental Health (CAMIMH), 2007, 2008). Here, mental health literacy is seen as a form of community empowerment, aimed at helping advocate for one’s own mental health and the mental health of others (Jorm, 2012).