RIPPLE EFFECTS OF IMPLEMENTING EVIDENCE-BASED MENTAL HEALTH INTERVENTIONS IN A COMMUNITY-BASED SOCIAL SERVICE ORGANIZATION

2016 ◽  
Vol 44 (8) ◽  
pp. 1070-1080 ◽  
Author(s):  
Sarah Beehler
Keyword(s):  
Mental Health ◽  
Social Service ◽  
Health Interventions ◽  
Service Organization ◽  
Evidence Based ◽  
Community Based ◽  
Ripple Effects ◽  
Social Service Organization ◽  
Mental Health Interventions

scholarly journals Provider self-efficacy in delivering evidence-based psychosocial interventions: A scoping review

2021 ◽  
Vol 2 ◽  
pp. 263348952098825
Author(s):  
Cheri J Shapiro ◽  
Kathleen Watson MacDonell ◽  
Mariah Moran
Keyword(s):  
Mental Health ◽  
Scoping Review ◽  
Implementation Research ◽  
Self Efficacy ◽  
Psychosocial Interventions ◽  
Health Interventions ◽  
Evidence Based ◽  
Health Providers ◽  
Plain Language ◽  
Mental Health Interventions

Background: Among the many variables that affect implementation of evidence-based interventions in real-world settings, self-efficacy is one of the most important factors at the provider level of the social ecology. Yet, research on the construct of provider self-efficacy remains limited. Objectives: This scoping review was conducted to enhance understanding of the construct of provider self-efficacy and to examine how the construct is defined and measured in the context of implementation of evidence-based mental health interventions. Design: Online databases were used to identify 190 papers published from 1999 to June of 2018 that included search terms for providers, evidence-based, and self-efficacy. To be eligible for the scoping review, papers needed to focus on the self-efficacy of mental health providers to deliver evidence-based psychosocial interventions. A total of 15 publications were included in the review. Results: The construct of provider self-efficacy is not clearly defined but is typically described as confidence to deliver a specific intervention or practice. A range of measures are used to assess provider self-efficacy across both provider and intervention types. Conclusions: Standardized definition and measurement of provider self-efficacy is needed to advance practice and implementation research. Plain language abstract: Provider self-efficacy is known to influence implementation of evidence-based mental health interventions. However, the ways in which provider self-efficacy is defined and measured in implementation research literature is not well understood; furthermore, it is not clear what types of providers and interventions are represented in this literature. This scoping review adds to current research by revealing that there is no agreed upon definition or measure of provider self-efficacy in the context of implementation of evidence-based interventions, and that the research includes multiple types of providers (e.g., social workers, counselors, psychologists) and interventions. Self-efficacy appears to change as a function of training and support. To further research in this area, a common definition and agreed upon measures of this construct are needed.

Making It Work: Administrator Views on Sustaining Evidence-Based Mental Health Interventions

2013 ◽  
Vol 37 (5) ◽  
pp. 494-510 ◽  
Author(s):  
Kathleen K. Raffel ◽  
Mo Yee Lee ◽  
Cynthia V. Dougherty ◽  
Gilbert J. Greene
Keyword(s):  
Mental Health ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions

scholarly journals Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools

2021 ◽  
Vol 2 ◽  
pp. 263348952110512
Author(s):  
Catherine Carlson ◽  
Sophie Namy ◽  
Janet Nakuti ◽  
Laura Mufson ◽  
Carin Ikenberg ◽  
...  
Keyword(s):  
Mental Health ◽  
School Culture ◽  
Violence Prevention ◽  
Prevention Program ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions ◽  
Violence Prevention Program

Background The vast majority of children and adolescents in low and middle-income countries (LMICs) lack access to interventions for mental health problems. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. Methods We conducted a focused ethnography to explore students’, teachers’, and caregivers’ perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Data collection occurred in Kampala, Uganda, using two schools that have previously implemented an evidence-based violence prevention program widely used in Ugandan schools schools, the Good School Toolkit (GST). Trained, local researchers facilitated four focus group discussions (FGDs) with caregivers ( n = 22), four FGDs with teachers ( n = 25), and in-depth interviews with primary school students ( n = 12). Verbatim transcripts were analyzed using a framework analysis approach. Results Participants revealed a school culture that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Participants recommended an implementation process that trains teachers and students in screening and referral, peer group delivery, and is accompanied by a school-wide approach to stigma reduction and mental health literacy. Participants fundamentally agreed that teachers could be trained as intervention facilitators. Conclusions This study highlights the potential advantage of leveraging an existing intervention that already addresses implementation factors, such as school culture, as a fertile platform for implementing interventions for child and adolescent mental health in LMICs. Plain language abstract Despite the growth of implementation research for child and adolescent mental health, the study of implementation science for child and adolescent mental health in low and middle-income countries (LMICs) remains scarce. Schools provide a critical platform for evidence-based intervention delivery for young people. However, a significant need exists to understand the implementation context and strategies for delivering school mental health interventions in LMICs. This study provides rich qualitative data describing the context and influences for the successful implementation of mental health interventions in LMIC schools. We conducted interviews and focus groups with teachers, students, and caregivers to determine their perspectives on implementing evidence-based mental health interventions (EBIs) within a widespread violence prevention program in Uganda. Participants revealed a school culture promoted by the existing program that promotes schools’ responsibility to students beyond academics, including positive teacher–student relationships. Findings suggest the existing program provides fertile ground for the successful implementation of evidence-based mental health interventions in schools.

School and Community - based Youth Mental Health Intervention Studies in India: A Scoping Review

2019 ◽  
Vol 2 (02) ◽  
pp. 14-22
Author(s):  
Ragaviveka Gopalan ◽  
C Sangeetha ◽  
P Ramakrishnan ◽  
Vijaya Raghavan
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Disorders ◽  
Youth Mental Health ◽  
Health Interventions ◽  
Community Based Interventions ◽  
Community Based ◽  
School Based ◽  
School And Community ◽  
Mental Health Interventions

BACKGROUND About 70% of mental disorders emerge in late childhood and young peo-ple bear the burden of these disorders throughout life. Yet, to date there has been com-paratively little research on mental health interventions for young people in India and not many attempts have been made to collate the existing literature. This systematic review aims to synthesize the available evidence on school- and community-based mental health interventions for young people in India. METHODS A range of major electronic databases were searched systematically, and the abstracts of relevant papers were independently examined for possible inclusion. Selected papers were read in full text and a standardized set of data items were extracted. RESULTS Four papers met inclusion criteria for the analysis; two studies of school-based interventions for adolescents and two studies evaluating out-of-school community interventions for youth were reviewed. The quality of evidence from the interventions in Indian school and community settings were poor. While two studies evidence the effectiveness of a school-based life skills programme and a community based multicomponent intervention designed to promote youth health, two other studies do not offer sufficient data. CONCLUSION The review findings indicate that the number of interventional studies conducted in India to address youth mental health issues are very limited. Hence, it is extremely difficult to ensure the feasibility and effectiveness of school and community-based interventions in India. Further research is warranted to establish whether interventions promoting youth mental health people can be implemented effectively in Indian settings with positive mental health outcomes. Given the possibility of a huge population of young people at-risk or experiencing mental disorders, evidence for the efficacy of youth mental health interventions is crucial.

Evidence-Based Mental Health Interventions for Children in Child Welfare

2017 ◽  
pp. 145-166
Author(s):  
Fred Wulczyn ◽  
P. Barth Richard ◽  
T. Yuan Ying-Ying ◽  
Brenda Jones Harden ◽  
John Landsverk
Keyword(s):  
Mental Health ◽  
Child Welfare ◽  
Health Interventions ◽  
Evidence Based ◽  
Mental Health Interventions

scholarly journals Effects of COVID-19 Mental Health Interventions among Community-based Children, Adolescents, and Adults: A Living Systematic Review of Randomised Controlled Trials

2021 ◽  
Author(s):  
Olivia Bonardi ◽  
Yutong Wang ◽  
Kexin Li ◽  
Xiaowen Jiang ◽  
Ankur Krishnan ◽  
...  
Keyword(s):  
Mental Health ◽  
Randomised Controlled Trials ◽  
Risk Of Bias ◽  
Health Interventions ◽  
Controlled Trials ◽  
Post Intervention ◽  
Community Based ◽  
Adolescents And Adults ◽  
Mental Health Interventions ◽  
Randomised Controlled

Background: Scalable interventions to address COVID-19 mental health are needed. Our objective was to assess effects of mental health interventions for community-based children, adolescents, and adults. Methods: We searched 9 databases (2 Chinese-language) from December 31, 2019 to March 22, 2021. We included randomised controlled trials with non-hospitalised, non-quarantined participants of interventions to address COVID-19 mental health challenges. We synthesized results descriptively but did not pool quantitatively due to substantial heterogeneity of populations and interventions and concerns about risk of bias. Findings: We identified 9 eligible trials, including 3 well-conducted, well-reported trials that tested interventions designed specifically for COVID-19 mental health challenges, plus 6 trials of standard interventions (e.g., individual or group therapy, expressive writing, mindfulness recordings) minimally adapted for COVID-19, all with risk of bias concerns. Among the 3 COVID-19-specific intervention trials, one (N = 670) found that a self-guided, internet-based cognitive-behavioural intervention targeting dysfunctional COVID-19 worry significantly reduced COVID-19 anxiety (standardized mean difference [SMD] 0.74, 95% CI 0.58 to 0.90) and depression symptoms (SMD 0.38, 95% CI 0.22 to 0.55) in Swedish general population participants. A lay-delivered telephone intervention for homebound older adults in the United States (N = 240) and a peer-moderated education and support intervention for people with a rare autoimmune condition from 12 countries (N = 172) significantly improved anxiety (SMD 0.35, 95% CI 0.09 to 0.60; SMD 0.31, 95% CI 0.03 to 0.58) and depressive symptoms (SMD 0.31, 95% CI 0.05 to 0.56; SMD 0.31, 95% CI 0.07 to 0.55) 6-weeks post-intervention, but these were not significant immediately post-intervention. No trials in children or adolescents were identified. Interpretation: Internet-based programs for the general population and lay- or peer-delivered interventions for vulnerable groups may be effective, scalable options for public mental health in COVID-19. More well-conducted trials, including for children and adolescents, are needed.

scholarly journals “We can’t carry the weight of the whole world”: illness experiences among Peruvian older adults with symptoms of depression and anxiety

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Oscar Flores-Flores ◽  
Alejandro Zevallos-Morales ◽  
Ivonne Carrión ◽  
Dalia Pawer ◽  
Lorena Rey ◽  
...  
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Mental Health Professionals ◽  
Emotional Support ◽  
Anxiety Symptoms ◽  
Health Interventions ◽  
Depression And Anxiety ◽  
Community Based ◽  
Illness Experiences ◽  
Mental Health Interventions

Abstract Background Despite the high levels of depression and anxiety symptoms in old age, the use of mental health services in this population is low. Help-seeking behaviors are shaped by how an individual perceives and experiences their illness. The objective of this study was to characterize the illness experiences of Peruvian older adults with depression and anxiety symptoms in order to lay the foundation for tailored community-based mental health interventions. Methods In this qualitative study, we conducted in-depth interviews with a purposively selected sample of older adults (≥ 60 years) from peri-urban areas of Lima, Peru. We included individuals with only depressive symptoms (Patient Health Questionnaire-9 ≥ 10), only anxiety symptoms (Beck Anxiety Inventory ≥ 16), with depressive and anxiety symptoms, and older adults who mentioned they had received mental health treatment/care. The interview guide included the following topics: perceptions and experiences about depression and anxiety; perceptions about the relationship between physical chronic diseases and mental health; experiences with mental health professionals and treatments, and coping mechanisms. Data collection was conducted between October 2018 and February 2019. Results We interviewed 38 participants (23 women, 15 men) with a mean age of 67.9 years. Participants’ ideas and perceptions of depression and anxiety showed considerable overlap. Participants attributed depression and anxiety mainly to familial and financial problems, loneliness, loss of independence and past traumatic experiences. Coping strategies used by older adults included ‘self-reflection and adaptation’ to circumstances, ‘do your part’, and seeking ‘emotional support’ mainly from non-professionals (relatives, friends, acquaintances, and religion). Conclusions Illness experiences of depression and anxiety set the pathway for tailored community-based mental health interventions for older adults. Overlapping narratives and perceptions of depression and anxiety suggest that these conditions should be addressed together. Mental health interventions should incorporate addressing areas related to depression and anxiety such as prevention of loss of independence, trauma, and loneliness. Good acceptability of receiving emotional support for non-professionals might offer an opportunity to incorporate them when delivering mental health care to older adults.

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