scholarly journals Kindness By Post: A Mixed-Methods Evaluation of A Participatory Public Mental Health Project

2021 ◽  
Author(s):  
Congxiyu Wang ◽  
Eiluned Pearce ◽  
Rebecca Jones ◽  
Brynmor Lloyd-Evans
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Sense Of Belonging ◽  
Multinomial Logistic Regression ◽  
Secondary Analysis ◽  
Public Mental Health ◽  
Service Evaluation ◽  
Preliminary Evidence ◽  
Free Text ◽  
Health Project

Background: Random acts of kindness can improve wellbeing. However, less is known about the impacts of giving and receiving acts of kindness with strangers on wellbeing and loneliness. Therefore, the study objectives were to evaluate a participatory public mental health project involving sending and receiving a card with goodwill messages, to understand how such acts of kindness influence wellbeing and loneliness, and to investigate the potential mechanisms underlying the impacts of the project. Materials and methods: This study was a secondary analysis of anonymised service evaluation data collected in the Kindness by Post (KBP) project in 2020. It used a mixed-methods single-group design and data from 289 participants. Changes in wellbeing, loneliness, sense of belonging and hope from baseline to follow-up were analysed using linear or multinomial logistic regression. Regression models also examined the associations between changes in wellbeing and baseline loneliness or participation level. Free text responses about experiences and suggestions for the project were analysed using thematic analysis. Results: Participants had a small, but statistically significant improvement, in wellbeing equating to 0.21 standard deviations (SD) (95% CI: 0.12 to 0.30) after taking part in the project, as well as improvements in loneliness, sense of belonging and hope. How lonely a participant was at baseline and whether participants both sent and received a kindness card were not associated with improvements in wellbeing. In the qualitative analysis, a desire to help others emerged as the main motivator to take part in the card exchange. Participants reported enhanced personal fulfilment, leading to improvements in wellbeing. Receiving a card could make people feel special and cherished, which was reported to establish a sense of connection with others, with potential benefits for reducing loneliness. Conclusions: This study provided preliminary evidence that the KBP project might improve wellbeing, loneliness, sense of belonging and hope. Sending a kindness card in this project played a predominant role in wellbeing enhancement, and receiving a kindness card could reduce loneliness. This study suggests that the KBP project can be replicated in more contexts in the future, and might improve wellbeing and loneliness in large communities.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

Acceptability, Engagement and Exploratory Outcomes of an Emotional Wellbeing App: Mixed Methods Preliminary Evaluation and Descriptive Analysis (Preprint)

2021 ◽  
Author(s):  
Amelia Eisenstadt ◽  
Shaun Liverpool ◽  
Athina- Marina Metaxa ◽  
Courtney Carlsson ◽  
Roberta Maria Ciuvat
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Descriptive Analysis ◽  
Preliminary Evidence ◽  
Sufficient Information ◽  
Preliminary Evaluation ◽  
Emotional Wellbeing ◽  
User Testing ◽  
Real World Data ◽  
Health And Wellbeing

BACKGROUND There is growing evidence highlighting a significant gap between mental health and wellbeing needs and available support. Digital interventions, such as mental health apps, have been identified as an appropriate medium for addressing the problem. However, a number of apps are being developed and made available without the relevant evidence base. Thus, there is a need to conduct user testing and early evaluations of new apps to provide sufficient information for users and prescribers. OBJECTIVE The primary aim of this feasibility study is to describe the acceptability, engagement, and preliminary outcomes of using an app (Paradym) designed to promote emotional wellbeing and positive mental health. METHODS This is a mixed methods single-arm study with a pre- and post- design, aggregate with digital analytics data. We anonymously collected real world data on demographics, mental health and wellbeing, and usability and acceptance using validated questionnaires and open ended-questions. Participants were asked to download the app and use the intervention for a minimum of 2 weeks before completing follow up measures. Google Analytics was used to record levels of engagement with the app. Chi Square and t-tests were conducted to analyze quantitative data, and a thematic analysis approach was adopted for qualitative data. RESULTS A total of 116 participants accessed the study, of which 91 users downloaded the app. The sample was diverse in terms of ethnicity (43.5% belonging to minority ethnic groups) and included majority females (67.24%) between the ages 18-25 from the USA. Participants who completed the study (n=34) provided favorable feedback in terms of the app’s content, functionality and underlying principles. Although usability feedback varied across items, a high percentage of participants found that the app was easy to use. Based on descriptive data, the mean mental health and wellbeing scores improved. Post hoc analyses indicated that the reduction in PHQ-9 depression scores (t33 = -2.16) and the change in scores on one of the wellbeing measures (WHO-5) (t33 = 2.87) were statistically significant. No adverse events were reported and anxiety levels of the participants were found to be mild during the intervention period. CONCLUSIONS The findings of this study are encouraging and potentially show preliminary evidence of effectiveness. The findings also suggest scope for further research with underrepresented groups, such as ethnic minority populations. Furthermore, the research provides valuable information for future app upgrades and further evaluations of the intervention. CLINICALTRIAL Eisenstadt A, Liverpool S. User Testing Service Evaluation. doi:10.17605/OSF.IO/TVJBA.

scholarly journals An Academic-Government-Faith Partnership to Build Disaster Mental Health Preparedness and Community Resilience

2014 ◽  
Vol 129 (6_suppl4) ◽  
pp. 96-106 ◽  
Author(s):  
O. Lee McCabe ◽  
Natalie L. Semon ◽  
Jeffrey M. Lating ◽  
George S. Everly ◽  
Charlene J. Perry ◽  
...  
Keyword(s):  
Mental Health ◽  
State Government ◽  
Public Mental Health ◽  
Community Resilience ◽  
Preliminary Evidence ◽  
Local Health ◽  
State Governments ◽  
Test Items ◽  
Preparedness Planning ◽  
Project Objectives

Objectives. Faculty and affiliates of the Johns Hopkins Preparedness and Emergency Response Research Center partnered with local health departments and faith-based organizations to develop a dual-intervention model of capacity-building for public mental health preparedness and community resilience. Project objectives included ( 1) determining the feasibility of the tri-partite collaborative concept; ( 2) designing, delivering, and evaluating psychological first aid (PFA) training and guided preparedness planning (GPP); and ( 3) documenting preliminary evidence of the sustainability and impact of the model. Methods. We evaluated intervention effectiveness by analyzing pre- and post-training changes in participant responses on knowledge-acquisition tests administered to three urban and four rural community cohorts. Changes in percent of correct items and mean total correct items were evaluated. Criteria for model sustainability and impact were, respectively, observations of non-academic partners engaging in efforts to advance post-project preparedness alliances, and project-attributable changes in preparedness-related practices of local or state governments. Results. The majority (11 of 14) test items addressing technical or practical PFA content showed significant improvement; we observed comparable testing results for GPP training. Government and faith partners developed ideas and tools for sustaining preparedness activities, and numerous project-driven changes in local and state government policies were documented. Conclusions. Results suggest that the model could be an effective approach to promoting public health preparedness and community resilience.

scholarly journals COVID-19 and Psychosocial Support Services: Experiences of People Living with Enduring Mental Health Conditions

2021 ◽  
Author(s):  
Anne Honey ◽  
Shifra Waks ◽  
Monique Hines ◽  
Helen Glover ◽  
Nicola Hancock ◽  
...  
Keyword(s):  
Mental Health ◽  
Support Services ◽  
Psychosocial Support ◽  
Secondary Analysis ◽  
Service Evaluation ◽  
Health Conditions ◽  
Structured Interviews ◽  
Support Worker ◽  
Living Situation ◽  
Mental Health Conditions

AbstractThis paper uses secondary analysis to understand how COVID-19 shaped people’s experiences with psychosocial support services in Australia. Data are drawn from questionnaires (n = 66) and semi-structured interviews (n = 62), conducted for a national service evaluation, with 121 people living with enduring mental health conditions and using psychosocial support services. Data relating to COVID-19 were inductively coded and analysed using constant comparative analysis. Most people’s experiences included tele-support. While some people described minimal disruption to their support, many reported reduced engagement. People’s wellbeing and engagement were influenced by: their location, living situation and pre-COVID lifestyles; physical health conditions; access to, comfort with, and support worker facilitation of technology; pre-COVID relationships with support workers; and communication from the organisation. The findings can help services prepare for future pandemics, adjust their services for a ‘COVID-normal’ world, and consider how learnings from COVID-19 could be incorporated into a flexible suite of service delivery options.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

The Mental Health Act Assessment Process and Risk Factors for Compulsory Admission to Psychiatric Hospital: A Mixed Methods Study

2019 ◽  
Vol 50 (3) ◽  
pp. 642-663 ◽  
Author(s):  
Alice Wickersham ◽  
Shilpa Nairi ◽  
Rebecca Jones ◽  
Brynmor Lloyd-Evans
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Mixed Methods ◽  
Service Evaluation ◽  
Model Potential ◽  
Assessment Process ◽  
Compulsory Admission ◽  
Admission Rates ◽  
Mental Health Act ◽  
Community Team

Abstract Background Compulsory admission rates under the Mental Health Act (MHA) have been on the rise for many years despite representing a costly and coercive approach to psychiatric care. There is therefore an urgent need to minimise compulsory admission rates using interventions based on known risk factors for detention. However, risk factors in the MHA assessment process have been under-researched. Methods A mixed methods service evaluation was conducted in one inner London NHS Trust. A retrospective cohort study used routinely collected assessment records to model potential risk factors for detention. Local assessors were interviewed to explore factors that might help or hinder detention minimisation. Main findings Assessments were less likely to result in detention when professionals other than the assessing team were in attendance, although this association weakened after adjusting for potential confounders. Interviewed assessors identified factors that could contribute to detention minimisation in the assessment process, in general service provision, and in wider society. Conclusion Some local assessment processes could contribute to minimising detention rates, such as community team participation in assessments. Challenges posed by limited resources and community and inpatient care were particularly evident. Consideration of these might also help reduce detentions.

Addressing Public Mental Health Challenges: A Mixed-Methods Evaluation of Problem-Based Learning

2020 ◽  
pp. 237337992094496
Author(s):  
Shannon Biello ◽  
Sarah Yoss ◽  
Elizabeth Reisinger Walker ◽  
Benjamin Druss ◽  
Delia L. Lang
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Mixed Methods ◽  
Student Perceptions ◽  
Problem Based Learning ◽  
Public Mental Health ◽  
Interdisciplinary Teams ◽  
Evidence Based ◽  
Mixed Methods Evaluation ◽  
Student Cohorts

Problem-based learning (PBL) is a pedagogical framework that centers on a problem of interest and structures classroom tasks around teams formulating practical, evidence-based solutions. This approach is particularly well-suited for public health curricula, as it prepares students for a dynamic, interdisciplinary, professional environment. This study explores the piloting of a PBL approach with three student cohorts in a graduate-level public mental health course. Biweekly, interdisciplinary student teams were presented with a public mental health case provided by an expert in the field and asked to develop and present evidence-based solutions through a process grounded in knowledge acquisition, critical thinking, and faculty guidance. A mixed-methods evaluation was completed to examine student perceptions of PBL components and the benefits of PBL and to gather recommendations to enhance this approach. Among 37 students who completed self-administered surveys, more than 70% found case analysis, reviewing additional literature to support case solutions, and discussions with an expert to be the components “Most Helpful” to their learning. Four focus groups with 21 students were conducted to further examine perceived course benefits and suggested changes. Participants appreciated real-world simulations of public health issues and interdisciplinary teams and offered recommendations for future improvements, such as adding a culminating project. Findings support the benefits of a PBL approach in equipping graduate students with the knowledge and skills to successfully pursue professional public health work. Recommendations inform future efforts to implement this approach in other public health curricula as well as for other courses and settings.

scholarly journals School connectedness and adult depressiveness, longitudinal study of the Northern Swedish Cohort

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
H Gunnarsdottir ◽  
G Hensing ◽  
A Hammarström
Keyword(s):  
Mental Health ◽  
Peer Relations ◽  
Sense Of Belonging ◽  
School Connectedness ◽  
Public Mental Health ◽  
Family Climate ◽  
Academic Achievements ◽  
Life Course Studies ◽  
Swedish Cohort ◽  
Poor School

Abstract Background The aim of this study was to use Bronfenbrenner’s ecological theory to investigate adolescents’ school connectedness and family climate as potential predictors of depressiveness in adulthood. Methods The data are from the Northern Swedish Cohort and the sample consists of 481 women and 526 men born 1965 that participated in data collection at four time points, at age 16, 21, 30 and 43. Multivariate linear regression was used to examine the associations between school connectedness and family climate and depressiveness, respectively. Results Poor school connectedness was found to be associated with depressiveness up to mid adulthood and social/material adversities in adolescence were found to expand this association in young adulthood. Conclusions This study show that poor school connectedness can have long lasting effects on mental health. Thus, mental health promoting initiatives with holistic approach aiming at enhancing both sense of belonging in school, peer relations and academic achievements are needed. The study accentuates the complex processes determining mental health and propose a theoretical approach appealing for public mental health research. To advance the knowledge of the mechanisms behind the associations between proximal processes and depressiveness in adulthood, additional life-course studies are called for. Key messages Poor school connectedness can have long lasting effects on mental health. Initiatives aiming at enhancing both sense of belonging in school, peer relations and academic achievements are needed.

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