Comparing participation in sports discussion and art therapy groups in ABI

2022 ◽  
pp. 1-15
Author(s):  
Bronwyn E. A. Moorhouse ◽  
Erica R. Mainprize ◽  
Jacinta M. Douglas ◽  
Caroline A. Fisher
Keyword(s):  
Mental Health ◽  
Art Therapy ◽  
Single Case ◽  
Discussion Groups ◽  
Complex Needs ◽  
Health Group ◽  
Communication Difficulties ◽  
Communication Challenges ◽  
Almost All ◽  
Group Engagement

Abstract Background: Social connection is often impacted by acquired brain injury (ABI), contributing to isolation and compromised mental health. Group therapy is thought useful in this context. For those experiencing cognitive communication challenges, finding alternative ways to engage is also valuable. Art therapy may offer pro-social support through shared activity, self-expression, organic subject matter and enduring visual prompts. Method: A multiple A-B-A single case experimental design compared participation in sports discussion and art therapy groups on a long-stay secure unit. Nine individuals with ABI and complex combinations of communication, cognitive and mental health needs were studied. It was hypothesised that for some individuals, participation would be greater in art therapy than sports discussion groups. Results: Results from six individuals with at least five measurement points per phase are reported. Tau statistics revealed significant interphase differences for three individuals. Significantly less participation was recorded for two individuals in art than sports discussion, however they still appeared invested in the art groups. The remaining participant, with the most severe communication difficulties, avoided all baseline sports discussion groups, but participated in almost all art groups, with significant increase between initial sports discussion and art phases. Conclusion: Further research is warranted regarding the potential art therapy offers for group engagement, particularly where complex challenges render traditional talking-style groups less appropriate. Furthermore, disparate and complex needs in severe ABI require diverse, well-designed groups offering different opportunities and responding to individual strengths and motivations. More research into such approaches may increase group participation in this challenging cohort.

Access to Justice for Ethno-Racial Psychiatric Consumer/Survivors in Ontario

2011 ◽  
Vol 29 ◽  
pp. 127 ◽  
Author(s):  
Ruby Dhand
Keyword(s):  
Mental Health ◽  
Institutional Racism ◽  
Access To Justice ◽  
Complex Needs ◽  
Troubles Mentaux ◽  
Inappropriate Care ◽  
Race Ethnicity ◽  
Complex Forms ◽  
Face Complex ◽  
Legal Barriers

Ethno-racial psychiatric consumer/survivors face complex forms of discrimination as a result of the culture specific stigmatization of mental health disabilities, institutional racism and culturally inappropriate care. In an effort to achieve better access to justice for ethno-racial communities, we must strive to understand their complex needs, perspectives and conceptions of mental health. Thus, I identify and critique the legal barriers, which are perceived to differentially affect ethno-racial psychiatric consumer/survivors in Ontario, through an analysis of the Consent and Capacity Board [CCB]. I propose the hypothesis that factors such as race, ethnicity, culture, poverty and social exclusion are not fully addressed by the CCB. I use data collected from interviews with stakeholders to reveal the procedural, structural/systemic and discretionary barriers faced by ethno-racial psychiatric consumer/survivors within the CCB’s pre-hearing, hearing and post-hearing processes, along with recommendations to address these barriers.Les consommateurs/survivants de la psychiatrie ethnoraciale doivent surmonter des formes complexes de discrimination en raison de la stigmatisation culturelle des troubles mentaux, du racisme institutionnel et des soins culturellement inappropriés. Pour améliorer l’accès à la justice des collectivités ethnoraciales, nous devons nous efforcer de comprendre leurs besoins complexes, leurs perspectives et leurs conceptions de la santé mentale. Dans le présent travail, je relève et critique les obstacles juridiques, qui sont perçus comme touchant différemment les consommateurs/survivants de la psychiatrie ethnoraciale en Ontario, en effectuant une analyse des travaux de la Commission du consentement et de la capacité (la « CCC »). J’émets l’hypothèse que la CCC ne prend pas pleinement en compte des facteurs comme la race, l’ethnicité, la culture, la pauvreté et l’exclusion sociale. J’utilise des données provenant d’entrevues avec des parties prenantes pour illustrer les obstacles procéduraux, structurels/systémiques et discrétionnaires auxquels font face les consommateurs/survivants de la psychiatrie ethnoraciale lors des audiences préparatoires et des audiences de la CCC et dans le cadre des processus suivis par la CCC après les audiences, et je formule des recommandations visant à surmonter ces obstacles.

scholarly journals Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Catherine Malboeuf-Hurtubise ◽  
Terra Léger-Goodes ◽  
Geneviève A. Mageau ◽  
Geneviève Taylor ◽  
Catherine M. Herba ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Art Therapy ◽  
Feasibility Study ◽  
School Children ◽  
Elementary School Children ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Sensitivity Analyses ◽  
The Impact

Abstract Background Emerging literature on the current COVID-19 crisis suggests that children may experience increased anxiety and depression as a result of the pandemic. To prevent such school and mental health-related problems, there is a timely need to develop preventive strategies and interventions to address potential negative impacts of COVID-19 on children’s mental health, especially in school settings. Results from previous child clinical research indicate that art-based therapies, including mindfulness-based art therapy, have shown promise to increase children’s well-being and reduce psychological distress. Objective The goal of the present pilot and feasibility study was to compare the impact of an emotion-based directed drawing intervention and a mandala drawing intervention, on mental health in elementary school children (N = 22), in the context of the COVID-19 pandemic. Both interventions were group-based and delivered online and remotely. A pilot study using a randomized cluster design was implemented to evaluate and compare both interventions in relation to child anxiety, depression, inattention and hyperactivity symptoms. Results Analyses of covariance revealed a significant effect of the type of drawing intervention on levels of inattention, after controlling for baseline levels. Participants in the emotion-based directed drawing group showed lower inattention scores at post-test, when compared to participants in the mandala group. Post-hoc sensitivity analyses showed significant decreases in pre-to-post scores for levels of hyperactivity for the complete sample. Conclusion Overall, results from this pilot and feasibility study showed that both an emotion-based directed drawing intervention and a mandala drawing intervention may be beneficial to improve mental health in elementary school children, in the context of the current COVID-19 pandemic. From a feasibility standpoint, results indicate that the implementation of both interventions online and remotely, through a videoconference platform, is feasible and adequate in school-based settings. Further work incorporating larger sample sizes, longitudinal data and ensuring sufficient statistical power is warranted to evaluate the long-term impact of both interventions on children’s mental health.

Exploring the concurrent use of standardised and idiographic measures to assess cognitive behavioural therapy in a university student with autistic spectrum condition – a single case experimental design

2021 ◽  
Vol 14 ◽  
Author(s):  
Nicola Birdsey ◽  
Linda Walz
Keyword(s):  
Mental Health ◽  
Experimental Design ◽  
Social Anxiety ◽  
University Students ◽  
Single Case ◽  
Cognitive Model ◽  
Behavioural Therapy ◽  
University Student ◽  
Cognitive Behavioural ◽  
Spectrum Condition

Abstract Limited research has directly addressed the challenges of higher education for students with autism, who face additional difficulties in navigating social, personal and academic obstacles. With more students experiencing mental health difficulties whilst at university, therapeutic interventions on offer need to be suitable for those accessing support. Cognitive behavioural therapy (CBT) is widely used to support university students, as it is firmly established as an effective treatment for a range of issues, including social and generalised anxiety in typically developing populations (NICE, 2013; NICE, 2019). However, the efficacy of CBT for individuals with autistic spectrum condition (ASC) is less well known, despite the high prevalence rates of anxiety in this population. This paper seeks to address a gap in the literature and uses a single-case (A-B) experimental design over 16 sessions to reduce co-morbid social and generalised anxiety in a university student with high-functioning ASC. Clark’s (2001) cognitive model of social anxiety and Wells’ (1997) cognitive model of generalised anxiety were employed to formulate anxiety experienced in this case. Standardised outcome measures were used for social anxiety, i.e. the Social Phobia Inventory (SPIN), and generalised anxiety, i.e. the Generalised Anxiety Disorder-7 (GAD-7), in conjunction with idiographic ratings to assess the impact of therapy. Findings indicate that CBT was an acceptable and useful intervention with mixed results; discrepancies were found between clinical change recorded on standardised measures compared with idiographic ratings. This paper discusses the use of standardised measures of anxiety for individuals with ASC and identifies directions for further research. Key learning aims (1) To appreciate the unique mental health challenges of university students with ASC. (2) To identify psychological interventions that are suitable for individuals with ASC. (3) To consider the value in employing more than one evidence-based cognitive model of anxiety when clients present with co-morbid mental health issues. (4) To question the utility of using standardised outcome measures compared with idiographic measures in therapy.

scholarly journals Mental health and sleep habits/problems in children aged 3–4 years: a population study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Fumie Horiuchi ◽  
Kentaro Kawabe ◽  
Yasunori Oka ◽  
Kiwamu Nakachi ◽  
Rie Hosokawa ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Healthcare Providers ◽  
Poor Mental Health ◽  
Mental Health Status ◽  
Control Group ◽  
Sleep Habits ◽  
Psychological Burden ◽  
Wake Time ◽  
Health Group

Abstract Background Sleep is essential for mental health at all ages, but few studies have investigated the importance of sleep for mental health in early childhood. Therefore, this study examined the association between mental health and sleep habits/problems in children aged 3–4 years. Methods Children aged 3 to 4 years who were living in the community (n = 415; 211/204 boys/girls) were recruited for this study. Their mental health was assessed using the Strengths and Difficulties Questionnaire (SDQ), and their sleep habits/problems were evaluated using the Child and Adolescent Sleep Checklist. Results Based on the total difficulties score of the SDQ, the children were divided into two groups: a poor mental health group (n = 76) and a control group (n = 339). In terms of sleep habits, which included total sleep time, bedtime, wake time, and nap conditions, there were no differences between the two groups. Regarding sleep-related problems, however, anxiety before going to sleep (p = 0.026), circadian rhythm abnormalities (p = 0.014), and sleepiness during classes outside of naptimes (p = 0.031) were significantly higher in the poor mental health group than in the control group. Multiple regression analysis showed that poor mental health status was significantly associated with sleepiness and snoring (p = 0.017 and p = 0.018, respectively). Conclusions The mental health status of 3–4-year-old children was associated with sleep-related problems, namely sleepiness and snoring. Healthcare providers should pay attention to children’s irregular sleep-wake patterns; moreover, interventions for appropriate sleep hygiene will reduce the psychological burden on both children and their families.

scholarly journals Guided Self-help Teletherapy for Behavioural Difficulties in Children with Epilepsy

2021 ◽  
Author(s):  
Sophie Bennett ◽  
Isobel Heyman ◽  
Sophia Varadkar ◽  
Anna Coughtrey ◽  
Fahreen Walji ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Unmet Need ◽  
Hospital Setting ◽  
Physical And Mental Health ◽  
Paediatric Hospital ◽  
Complex Needs ◽  
Self Help ◽  
Behavioural Difficulties

AbstractBehavioural difficulties impact greatly upon quality of life for children with chronic illness and their families but are often not identified or adequately treated, possibly due to the separation of physical and mental health services. This case study describes the content and outcomes of guided self-help teletherapy for behavioural difficulties in a child with epilepsy and complex needs using an evidence-based behavioural parenting protocol delivered within a paediatric hospital setting. Behavioural difficulties and progress towards the family’s self-identified goals were monitored at each session. Validated measures of mental health and quality of life in children were completed before and after intervention and satisfaction was measured at the end of treatment. Measures demonstrated clear progress towards the family’s goals and reduction in weekly ratings of behavioural difficulties. This case demonstrates that a guided self-help teletherapy approach delivered from within the paediatric setting may be one way of meeting unmet need.

scholarly journals COVID-19 pandemic: A review of the global lockdown and its far-reaching effects

2021 ◽  
Vol 104 (2) ◽  
pp. 003685042110198
Author(s):  
Helen Onyeaka ◽  
Christian K Anumudu ◽  
Zainab T Al-Sharify ◽  
Esther Egele-Godswill ◽  
Paul Mbaegbu
Keyword(s):  
Mental Health ◽  
Global Economy ◽  
World Health ◽  
Global Pandemic ◽  
The World ◽  
Education Delivery ◽  
Environmental Air ◽  
Health Organization ◽  
Almost All ◽  
The Impact

COVID-19, caused by the severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), was declared a pandemic by the World Health Organization (WHO) on the 11th of March 2020, leading to some form of lockdown across almost all countries of the world. The extent of the global pandemic due to COVID-19 has a significant impact on our lives that must be studied carefully to combat it. This study highlights the impacts of the COVID-19 pandemic lockdown on crucial aspects of daily life globally, including; Food security, Global economy, Education, Tourism, hospitality, sports and leisure, Gender Relation, Domestic Violence/Abuse, Mental Health and Environmental air pollution through a systematic search of the literature. The COVID-19 global lockdown was initiated to stem the spread of the virus and ‘flatten the curve’ of the pandemic. However, the impact of the lockdown has had far-reaching effects in different strata of life, including; changes in the accessibility and structure of education delivery to students, food insecurity as a result of unavailability and fluctuation in prices, the depression of the global economy, increase in mental health challenges, wellbeing and quality of life amongst others. This review article highlights the impacts of the COVID-19 pandemic lockdown across the globe. As the global lockdown is being lifted in a phased manner in various countries of the world, it is necessary to explore its impacts to understand its consequences comprehensively. This will guide future decisions that will be made in a possible future wave of the COVID-19 pandemic or other global disease outbreak.

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