“This person is still here with us today”: A qualitative follow-up with Mental Health First Aid First Nations training participants

2021 ◽  
Vol 22 ◽  
pp. 200199
Author(s):  
Andrea Delaney ◽  
Monique Auger ◽  
Kim van der Woerd ◽  
Claire V. Crooks
Keyword(s):  
Mental Health ◽  
First Nations ◽  
First Aid ◽  
Mental Health First Aid

scholarly journals Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: A process evaluation of uptake and fidelity of the WISE intervention

2020 ◽  
Author(s):  
Harriet Fisher ◽  
Sarah Harding ◽  
Sarah Bell ◽  
Lauren Copeland ◽  
Rhiannon Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
First Aid ◽  
Support Service ◽  
Mental Health First Aid ◽  
Training Package ◽  
Mental Health Awareness ◽  
The One ◽  
Peer Support Service

Abstract Background: Improving children and young people’s provision for mental health is a current health priority in England. Secondary school teachers have worse mental health outcomes than the general working population, which the Wellbeing in Secondary Education (WISE) cluster randomised controlled trial aimed to improve. The WISE intervention comprised a Mental Health First Aid (MHFA) training package to at least 16 percent of staff, a short mental health awareness session to all teachers, and development of a staff peer-support service. Twenty-five schools were randomised to intervention or control arms. This paper reports findings regarding the extent of uptake and fidelity of the intervention, drawn from a wider process evaluation reported elsewhere. Methods: Mixed methods data collection comprised researcher observations of training delivery, training participant evaluation forms, trainer and peer supporter interviews, peer supporter feedback meetings, logs of support provided, and teacher questionnaires. Quantitative data were summarised descriptively, while thematic analysis was applied to the qualitative data. Results: In the 12 schools assigned to the intervention arm, 113 (8.6%) staff completed the two-day standard MHFA training course, and a further 146 (11.1%) staff completed the one-day MHFA for Schools and Colleges training. In seven (58.3%) schools the required eight percent of staff completed the MHFA training packages. A one-hour mental health awareness raising session was attended by 666 (54.5%) staff. Delivery of the MHFA training package was achieved with high levels of fidelity and quality across schools. All schools set up the peer-support service following training, with a majority adhering to most of the operational guidelines developed from the pilot study at the outset. Teachers reported limited use of the peer support service during follow-up. At the one year follow up, only three (25.0%) schools indicated they had re-advertised the service and there was evidence of a reduction in support from senior leadership. Conclusion: The MHFA training package was delivered with reasonably high fidelity, and a staff peer support service was established with general, but not complete, adherence to guidelines. In some schools insufficient staff received MHFA training and levels of delivery of the peer support service compromised intervention dose and reach.

scholarly journals Talking about suicide: An uncontrolled trial of the effects of an Aboriginal and Torres Strait Islander mental health first aid program on knowledge, attitudes and intended and actual assisting actions

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244091
Author(s):  
Gregory Armstrong ◽  
Georgina Sutherland ◽  
Eliza Pross ◽  
Andrew Mackinnon ◽  
Nicola Reavley ◽  
...  
Keyword(s):  
Mental Health ◽  
Torres Strait Islander ◽  
First Aid ◽  
Mental Health First Aid ◽  
Culturally Appropriate ◽  
Training Course ◽  
Uncontrolled Trial ◽  
Suicidal Person ◽  
Torres Strait

Objective Suicide is a leading cause of death among Aboriginal and Torres Strait Islander people. Friends, family and frontline workers (for example, teachers, youth workers) are often best positioned to provide initial assistance if someone is at risk of suicide. We developed culturally appropriate expert consensus guidelines on how to provide mental health first aid to Australian Aboriginal and Torres Strait Islander people experiencing suicidal thoughts or behaviour and used this as the basis for a 5-hour suicide gatekeeper training course called Talking About Suicide. This paper describes the outcomes for participants in an uncontrolled trial of this training course. Methods We undertook an uncontrolled trial of the Talking About Suicide course, delivered by Aboriginal and Torres Strait Islander Mental Health First Aid instructors to 192 adult (i.e. 18 years of age or older) Aboriginal and Torres Strait Islander (n = 110) and non-Indigenous (n = 82) participants. Questionnaires capturing self-report outcomes were self-administered immediately before (n = 192) and after attending the training course (n = 188), and at four-months follow-up (n = 98). Outcome measures were beliefs about suicide, stigmatising attitudes, confidence in ability to assist, and intended and actual actions to assist a suicidal person. Results Despite a high level of suicide literacy among participants at pre-course measurement, improvements at post-course were observed in beliefs about suicide, stigmatising attitudes, confidence in ability to assist and intended assisting actions. While attrition at follow-up decreased statistical power, some improvements in beliefs about suicide, stigmatising attitudes and intended assisting actions remained statistically significant at follow-up. Importantly, actual assisting actions taken showed dramatic improvements between pre-course and follow-up. Participants reported feeling more confident to assist a suicidal person after the course and this was maintained at follow-up. The course was judged to be culturally appropriate by those participants who identified as Aboriginal and/or Torres Strait Islanders. Implications The results of this uncontrolled trial were encouraging, suggesting that the Talking About Suicide course was able to improve participants’ knowledge, attitudes, and intended assisting actions as well as actual actions taken.

scholarly journals An evaluation of the teen and Youth Mental Health First Aid training with a CALD focus: an uncontrolled pilot study with adolescents and adults in Australia

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Maria Gabriela Uribe Guajardo ◽  
Claire Kelly ◽  
Kathy Bond ◽  
Russell Thomson ◽  
Shameran Slewa-Younan
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Ethnically Diverse ◽  
Youth Mental Health ◽  
First Aid ◽  
Health Problems ◽  
Mental Health First Aid ◽  
First Aid Training ◽  
Adolescents And Adults

Abstract Background Australia is an ethnically diverse nation with one of the largest refugee resettlement programs worldwide. Evidence suggests that although the risk of developing mental disorders in culturally linguistically diverse (CALD) adolescents may be elevated, professional help-seeking in CALD youth is low. This study sought to evaluate the face-to-face teen (tMHFA) and Youth Mental Health First Aid (YMHFA) training with a CALD focus, which aimed at improving mental health literacy (MHL) and skills in youth and adults assisting adolescents with mental health problems. Methods An uncontrolled pre-, post-, and follow-up design was used to measure improvement in MHL measures in year 10 students and adults. Results A total of 372 year 10 students from 2 high schools were trained. 308 responded to the pre-training questionnaire, 220 responded to the post-training questionnaire, and 256 completed the 3-month follow-up questionnaire. A total of 34 adults were trained, 32 responded to the pre-questionnaire and 31 responded to the post-training questionnaire and 20 completed the 3-month follow-up questionnaire. Following training, students were more likely to endorse ‘helpful’ adults as valid sources of help (p < 0.001) and these gains were maintained at follow-up (p < 0.01). Significantly higher levels of concordant (helpful) helping intentions were found after training (p < 0.01), and this was maintained at follow-up (p < 0.05). Significant lower levels of discordant (harmful) helping intentions were found after training (p < 0.001), and this was maintained at follow-up (p < 0.01). A significant improvement in adults’ knowledge of youth mental health problems and Youth Mental Health First Aid was noted from pre- to post-training (p < 0.01) and was maintained at follow-up (p < 0.01). Confidence when helping a young person with mental health problems increased significantly after training (p < 0.001) and this was maintained at follow-up (p < 0.05). Conclusion Our findings indicated the training led to an improvement in a number of measures of MHL and helpful intentions of both the adolescents and adults evaluated. These results indicate that CALD tMHFA and YMHFA are a recommended way of upskilling those trained and thereby leading to the improvement youth mental health in areas with high proportion of ethnically diverse groups.

scholarly journals Teen Mental Health First Aid for years 7–9: a description of the program and an initial evaluation

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura M. Hart ◽  
Kathy S. Bond ◽  
Amy J. Morgan ◽  
Alyssia Rossetto ◽  
Fairlie A. Cottrill ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
First Aid ◽  
Mental Health First Aid ◽  
School Students ◽  
Training Course ◽  
Uncontrolled Trial ◽  
Post Test

Abstract Background A teen Mental Health First Aid training course for high school students in years 10–12 (tMHFA 10–12) has previously been evaluated in uncontrolled and randomized controlled trials and found to improve Mental Health First Aid intentions, mental health literacy and to reduce stigma. This 3 × 75-min course has more recently been adapted for younger students in years 7–9 (tMHFA 7–9). The present study reports an initial uncontrolled trial of this new training course which aimed to assess feasibility and acceptability of the course and test effects on knowledge, attitudes and behaviour. Methods An uncontrolled trial was carried out in five schools with measures taken at pre-test, post-test and 3-month follow-up. The outcomes measured were: quality of first aid intentions to help peers, confidence in helping, stigmatising attitudes, recognition of anxiety disorder, number of adults thought to be helpful, help-seeking intentions, quality of support provided to a peer, quality of support received, and psychological distress. Questions were also asked about satisfaction with the course. Results There were 475 students (mean age 13.86 years) who provided data at baseline, with 76% of these providing data at post-test and 75% at follow-up. Sustained changes at follow-up were found for: number of adults thought to be helpful, some components of stigma, recognition of anxiety disorder, and quality of support provided to a peer. However, there was an unexpected decline in willingness to tell others about a mental health problem. Most students found the information presented to be new, easy to understand, and useful. Conclusions The tMHFA 7–9 training course produced some positive changes that were sustained over 3 months. However, the changes were not as strong as previously found for older high school students, suggesting the need for further refinement of the course.

scholarly journals Long-term effects of Youth Mental Health First Aid training: randomized controlled trial with 3-year follow-up

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Amy J. Morgan ◽  
Julie-Anne A. Fischer ◽  
Laura M. Hart ◽  
Claire M. Kelly ◽  
Betty A. Kitchener ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Problem ◽  
Health Problem ◽  
Mental Health Problems ◽  
Youth Mental Health ◽  
First Aid ◽  
Health Problems ◽  
Trial Registration ◽  
Mental Health First Aid

Abstract Background Mental Health First Aid (MHFA) training teaches community members how to provide initial support to someone with a mental health problem. Key gaps in the evidence base supporting the training are the longevity of effects beyond 6 months, effects on mental health first aid behavior, and the impact of support on the recipient of aid. This study aimed to evaluate the effect of the Youth MHFA course 3 years after training. Methods 384 Australian parents of an adolescent aged 12–15 were randomized to receive either the 14-h Youth MHFA course or the 15-h Australian Red Cross Provide First Aid course. This paper reports outcomes at baseline and 3 years later. Primary outcomes were cases of adolescent mental health problems, and parental support towards their adolescent if they developed a mental health problem, rated by the parent and adolescent. Secondary outcomes included parent knowledge about youth mental health problems, intentions and confidence in supporting a young person, stigmatizing attitudes, and help-seeking for mental health problems. Data were analyzed with mixed-effects models with group by measurement occasion interactions. Results 3-year follow-up data was obtained from 149 parents and 118 adolescents, who were aged 16.5 years on average. Between baseline and 3-year follow-up, there was a non-significant reduction in adolescent cases of mental health problems relative to the control group (odds ratios (OR) 0.16–0.17), a non-significant improvement in parental support reported by adolescents with a mental health problem (OR 2.80–4.31), and a non-significant improvement in the quality of support that parents reported providing to their adolescents with a mental health problem (d = 0.38). Secondary outcomes that showed significant improvements relative to the control group were parental knowledge about youth mental health problems (d = 0.31) and adolescent perceptions of general social support from their parents (d = 0.35). Conclusions This paper reports on the longest follow-up of Mental Health First Aid training in a controlled trial. Three years after training, participants had maintained their improved knowledge about mental health problems. There were some indications of other positive effects, but the study was underpowered to clearly show benefits to mental health first aid skills and recipients of aid. Trial registration ACTRN12612000390886, registered retrospectively 5/4/2012, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=347502

scholarly journals A Feasibility Trial of Mental Health First Aid First Nations: Acceptability, Cultural Adaptation, and Preliminary Outcomes

2018 ◽  
Vol 61 (3-4) ◽  
pp. 459-471 ◽  
Author(s):  
Claire V. Crooks ◽  
Andrea Lapp ◽  
Monique Auger ◽  
Kim van der Woerd ◽  
Angela Snowshoe ◽  
...  
Keyword(s):  
Mental Health ◽  
First Nations ◽  
Cultural Adaptation ◽  
First Aid ◽  
Feasibility Trial ◽  
Mental Health First Aid

scholarly journals Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: A mixed-methods implementation study of the WISE intervention

2020 ◽  
Author(s):  
Harriet Fisher ◽  
Sarah Harding ◽  
Sarah Bell ◽  
Lauren Copeland ◽  
Rhiannon Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
First Aid ◽  
Support Service ◽  
Mental Health First Aid ◽  
Training Package ◽  
Mental Health Awareness ◽  
The One ◽  
Peer Support Service

Abstract Background: Improving children and young people’s provision for mental health is a current health priority in England. Secondary school teachers have worse mental health outcomes than the general working population, which the Wellbeing in Secondary Education (WISE) cluster randomised controlled trial aimed to improve. The WISE intervention comprised a Mental Health First Aid (MHFA) training package to at least 16 percent of staff, a short mental health awareness session to all teachers, and development of a staff peer-support service. Twenty-five schools were randomised to intervention or control arms. This paper reports findings regarding the extent of successful intervention implementation, drawn from a wider process evaluation reported elsewhere. Methods: Mixed methods data collection comprised researcher observations of training delivery, training participant evaluation forms, trainer and peer supporter interviews, peer supporter feedback meetings, logs of support provided, and teacher questionnaires. Quantitative data were summarised descriptively, while thematic analysis was applied to the qualitative data. Results: In the 12 schools assigned to the intervention arm, 113 (8.6%) staff completed the two-day standard MHFA training course, and a further 146 (11.1%) staff completed the one-day MHFA for Schools and Colleges training. In seven (58.3%) schools the required eight percent of staff completed the MHFA training packages. A one-hour mental health awareness raising session was attended by 666 (54.5%) staff. Delivery of the MHFA training package was achieved with high levels of fidelity and quality across schools. All schools set up the peer-support service following training, with a majority adhering to most of the operational guidelines developed from the pilot study at the outset. Teachers reported limited use of the peer support service during follow-up. At the one year follow up, only three (25.0%) schools indicated they had re-advertised the service and there was evidence of a reduction in support from senior leadership. Conclusion: The MHFA training package was delivered with reasonably high fidelity, and a staff peer support service was established with general, but not complete, adherence to guidelines. In some schools insufficient staff received MHFA training and levels of delivery of the peer support service compromised intervention dose and reach.

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